INSTRUCTORS MANUAL for Juvenile Justice In America 9th Edition by Clemens Bartollas & Matthew Makari

INSTRUCTORS MANUAL INSTRUCTORS MANUAL

INSTRUCTORS MANUAL INSTRUCTORS MANUAL

INSTRUCTORS MANUAL & TEST BANK for Juvenile Justice In America 9th Edition by Clemens Bartollas & Matthew Makarios 2024

Instructor’s Manual with Test Bank for

Juvenile Justice in America 9th Edition

Clemens Bartollas University of Northern Iowa

Matthew Makarios University of Northern Iowa

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Contents To the Instructor

iv

Course Syllabus

v

Class Syllabus

xiv

CHAPTER 1 Juvenile Justice: An Overview

1

CHAPTER 2 The Extent and Nature of Juvenile Crime

7

CHAPTER 3 Causes of Juvenile Crime

11

CHAPTER 4 Gender and Juvenile Justice

16

CHAPTER 5 The Prevention of Delinquency

22

CHAPTER 6 The Police

27

CHAPTER 7 The Juvenile Court

32

CHAPTER 8 Juveniles in Adult Court

38

CHAPTER 9 Community Corrections

43

CHAPTER 10 Juvenile Institutionalization

49

CHAPTER 11 Juvenile Aftercare

54

CHAPTER 12 Treatment Technologies

60

CHAPTER 13 Juvenile Gangs

64

CHAPTER 14 Drugs and Delinquency

70

CHAPTER 15 Juvenile Justice in the Twenty-First Century

75

Videos for Juvenile Justice Classes

80

Test Bank

94

iii Copyright © 2024 Pearson Education, Inc.

To the Instructor Juvenile Justice in America (9th Edition) provides an in-depth look at the lives of juveniles, their experiences in society, and the consequences of those experiences. The text carefully examines the structures, procedures, policies, and problems of American juvenile justice agencies. The Ninth Edition places further emphasis on delinquency prevention, and features a new chapter on juvenile offender populations to give readers a more comprehensive view of delinquent youth.

Boxed features in every chapter highlight the practical realities of working in the juvenile justice system. The careful balance of theory, evidence-based findings, and practical applications gives readers the most up-to-date insight into the state of juvenile justice in America today.

The instructor’s manual begins with an outline of the chapters to assist with lecture preparation. Following the chapter outlines, there is a list of videos relevant to juvenile justice topics. Finally, there is a test bank that includes multiple choice, true/false, fill-in-the-blank, matching, essay, and critical thinking questions that cover the information in each chapter. New questions have been added and others edited either for the sake of clarity or to cover added new materials.

This course can easily be set up in various weekly formats without having to adjust the point system. Graded assignments in every class are recommended in order to motivate students to attend all classes. To add more graded assignments, you could offer fewer points for the “Instructor Assigned” homework and have some in-class points added each week. You can offer graded activities at the very beginning of classes and at the end of classes to encourage students to be to class on time and to remain at class until the end. These activities can be short quizzes from prior lectures or can be quizzes at the end of class from the lecture offered during the class.

Points can be offered for correct answers or for participation. Games can be played in which questions are asked from prior learning and the students can receive a grade for participating.

It might help to “sell” the paper to the students in a way that helps them realize that it isn’t just a paper, but more of a research project that can benefit them in finding out more about the field they want to work in, or just want to learn more about. Hopefully the students who have used too many drugs or committed too many crimes will find out early where they can and can’t work before they dedicate too much time into the wrong areas.

If possible, try to bring in a few guest speakers. Let the students know in week one that you would like 2–3 guest speakers and ask them to contact you if they have any relatives or friends who could qualify. You could either have the student invite the speakers or you could obtain contact info and invite the speakers yourself. Usually about 45 minutes is sufficient for a speaker to talk about what they do and what road they took to get there. They can offer some advice to those interested in their field and answer questions.

For the first class, it is a good idea to make a quiz on the syllabus and have each student take it for a grade or just for your own records. If you do this as a graded assignment, you would need to adjust your point system to allow more points to be earned. Another option for the first and last class is a pretest and a posttest. A 25–50-question quiz can easily be put together using the test bank that is provided at the end of this manual.

iv Copyright © 2024 Pearson Education, Inc.

Course Syllabus Course Number: Course Length: 16 Weeks Course Schedule:

Course Title: Credit Hours: Date: Instructor: Phone: Email:

Course Description: This course is an overview of the development, nature, purpose, and theoretical doctrines of juvenile justice. Topics to be covered throughout the course include the history and development of juvenile court, police decision making regarding juvenile offenders, juvenile detention, the court intake process, juvenile transfer policies, juvenile court decisions, the effectiveness of juvenile corrections, and delinquency prevention and intervention.

Course Materials •

Juvenile Justice in America Clemens Bartollas – University of Northern Iowa Matthew Makarios – University of Northern Iowa ©2023 • Prentice Hall

Course Assignments •

•

•

• •

Exams (50 points each – 150 points) There are three (3) multiple-choice exams. The exams are not cumulative but will be based on the chapters presented immediately preceding each exam.

Final exam (100 points) There will be final exam for this class. The format for the exam may consist of some type of multiple choices, fill-in-the-blanks, and/or essay questions that pertain to all of the information presented.

Instructor assignments (10 points each – 70 points) Assignments will be given out throughout the semester. Students are expected to complete each assignment and submit them on the due date.

Essay or Critical Thinking (10 points each – 130 points) Students will complete an essay or critical thinking assignment for each chapter.

Project Paper (50 points) Students will write a research paper about a career in juvenile justice that is of interest to the student. The paper will be in APA format and contain an introduction, the body of the research, and a conclusion. The paper must contain in-text citations from at least three sources. One of the sources must be our textbook. v Copyright © 2024 Pearson Education, Inc.

APA Style Papers that you write in your program of study must follow the guidelines set by the American Psychological Association.

Purdue Online Writing Lab: Visit the Online Writing Lab (called OWL) whenever you have an APA question.

There is a tutorial on the APA website that teaches how to write using the APA format.

Academic Dishonesty/Plagiarism In the learning environment, professional attitude begins in the classroom. For that reason, students and faculty will not tolerate or commit any form of academic dishonesty.

Any form of deception in the completion of assigned work is considered a form of academic dishonesty. This includes, but is not limited to: • Copying work from any source.

• Assisting, or allowing another to assist you, to commit academic dishonesty.

• Any attempt to share answers whether during a test or in the submittal of an assignment.

• Any attempt to claim work, data or creative efforts of another as your own.

• Resubmitting graded assignments for use in multiple classes (recycling your work).

• Knowingly providing false information about your academic performance to the college.

• To avoid plagiarism, do not “copy and paste” into assignments without using quotation marks and citing, in APA format, the source of the material.

Plagiarism •

Papers that you write in your program of study must follow the guidelines set by the American Psychological Association (APA). Using another’s intellectual creation without permission or without giving appropriate credit is the academic equivalent of theft.

Consequences of Academic Dishonesty/Plagiarism All violations of academic policy are documented and made a part of the student’s academic record. When academic dishonesty is confirmed, the student will immediately be notified of the incident, which may result in one or more of the actions listed below: • Reduction in grade on the assignment on which the violation occurred • No credit on the assignment, paper, test, or exam on which the violation occurred • A failing grade for the course •

Suspension or dismissal from the college

Class rules •

Attendance The requirement to attend class should not be taken lightly. Attendance is considered an important part of the course. Excessive unexcused absences will negatively impact on the classroom participation grade as well. vi Copyright © 2024 Pearson Education, Inc.

•

•

•

Make-Ups Students who have scheduling conflicts with an exam are expected to make arrangements with instructor in advance. Students are allowed one make-up on an exam per semester. The instructor will announce the make-up date and time. There is no make-up on the final exam.

Student Conduct Students are responsible for knowing the regulations of the department, college, and university with regards to topics such as withdrawals, incomplete grades, student conduct, and academic misconduct (those who engage in any form of academic dishonesty will fail this course). Students may review these rules at: ___________.

No use of cell phones will be allowed in the classroom.

Grade Categories

Total Points

Three Quarterly Exams

150

Instructor Assignments

70

Essays and Critical Thinking

130

Project Paper

50

Final Exam

100 Total:

500

Grading Scale Letter Grade

Point Scale

Interpretation

A

450–500

Excellent

B

400–449

Good

C

350–399

Average

D

300–349

Below Average

F

Below 300

Failed to Meet Course Objectives

vii Copyright © 2024 Pearson Education, Inc.

Class Schedule Class Wk 1

Date

Discussion Topic

Learning Activities / Resources

Graded Assignments

Introduction

During this first week you will be introduced to the course and walked through the syllabus. You will be given the first Instructor Assignment. You will also receive clarification on the research paper so you can get started. You will view the first PowerPoint lecture and participate in class exercises and discussions to earn participation points.

IA #1 – (10 points) Due ___________

Overview of syllabus and course material Chapter 1: Juvenile Justice PowerPoint Lecture

#1 Essay or critical thinking exercise (10 points) Due __________

Reading for next week: Ch 2 Wk 2

Chapter 2: The Extent and Nature of Juvenile Crime PowerPoint Lecture

During this class you will participate in a discussion about IA #1. You will view a PowerPoint lecture for chapter 2 and participate in class exercises and discussions to earn participation points.

Reading for next week: Ch 3

Wk 3

Chapter 3: Causes of Juvenile Crime

During this class you will participate in a discussion about IA #2. You will view a PowerPoint lecture for chapter 3 and participate in class exercises and discussions to earn participation points.

PowerPoint Lecture

Reading for next week: Ch 4 Wk 4

Chapter 4: Gender and Juvenile Justice PowerPoint Lecture

During this class you will participate in a discussion about IA #3. You will view a PowerPoint for chapter 4 and participate in class exercises and discussions to earn participation points.

Study guide will be passed out for exam #1 over chapters 1, 2, 3, and 4.

Reading for next week: Ch 5 viii

Copyright © 2024 Pearson Education, Inc.

IA #2 – (10 points) Due __________ #2 Essay or critical thinking exercise (10 points) Due __________ IA #3 – (10 points) Due __________ #3 Essay or critical thinking exercise (10 points) Due __________ #4 Essay or critical thinking exercise (10 points) Due __________

Wk 5

Chapter 5: The Prevention of Delinquency PowerPoint Lecture

During this class you take your first exam. You will participate in a class discussion on last week’s assignment. You will view a PowerPoint for chapter 5 and participate in class exercises and discussions to earn participation points.

Exam #1 (50 points) #5 Essay or critical thinking exercise (10 points) Due __________

Paper is due next Reading for next week: Ch 6 Wk 6

Chapter 6: The Police PowerPoint Lecture

Wk 7

Chapter 7: The Juvenile Court PowerPoint Lecture

Paper (50 points) You will submit your paper this week. During this class you will view a PowerPoint for chapter 6 IA #4 – (10 points) and participate in class exercises and discussions to earn participation Due ________ points. #6 Essay or critical thinking exercise Reading for next week: Ch 7 (10 points) Due __________ During this class you will receive your graded papers. You will participate in a class discussion on IA #4. You will view a PowerPoint for chapter 7 and participate in class exercises and discussions to earn participation points.

Study guide handed out for exam #2 over chapters 5, 6, 7, and 8.

Reading for next week: Ch 8

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#7 Essay or critical thinking exercise (10 points) Due __________

Wk 8

Chapter 8: Juveniles in Adult Court PowerPoint Lecture

Wk 9

Chapter 9: Community Corrections PowerPoint Lecture

Wk 10

Chapter 10: Juvenile Institutionalization PowerPoint Lecture

During this class you will take your second exam. You will view a PowerPoint for chapter 8 and participate in class exercises and discussions to earn participation points.

Exam #2 (50 points) IA #5 – (10 points) Due ________

Reading for next week: Ch 9

#8 Essay or critical thinking exercise (10 points) Due __________

During this class you will participate in a class discussion on IA #5. You will view a PowerPoint for chapter 9 and participate in class exercises and discussions to earn participation points.

Exam #2 (50 points) IA #5 – (10 points) Due ________

Reading for next week: Ch 10

#8 Essay or critical thinking exercise (10 points) Due __________

During this class you will view a PowerPoint for chapter 10 and participate in class exercises and discussions to earn participation points.

#10 Essay or critical thinking exercise (10 points) Due __________

Reading for next week: Ch 11 Wk 11

Chapter 11: Juvenile Aftercare PowerPoint Lecture

You will participate in a class discussion on the lab assignment from last week. You will view a PowerPoint for chapter 11 and participate in class exercises and discussions to earn participation points.

Study guide handed out for exam #3 over chapters 9, 10, 11, and 12.

Reading for next week: Ch 12

x Copyright © 2024 Pearson Education, Inc.

IA #6 – (10 points) Due __________ #11 Essay or critical thinking exercise (10 points) Due __________

Wk 12

During this class you will take your third exam. You will participate in a class discussion on IA #6. You will view a PowerPoint for chapter 12 and participate in class exercises and discussions to earn participation points.

Chapter 12: Treatment Technologies PowerPoint Lecture

Exam #3 (50 points)

#12 Essay or critical thinking exercise (10 points) Due __________

Reading for next week: Ch 13 Wk 13

IA #7 – (10 points) During this class you will participate in a class discussion on Due ________ last week’s assignment. You will view a PowerPoint for chapter 13 and participate in class exercises and discussions to earn participation points.

Chapter 13: Juvenile Gangs PowerPoint Lecture

Reading for next week: Ch 14 Wk 14

Chapter 14: Drugs and Delinquency PowerPoint Lecture

During this class you will participate in a class discussion on IA #7. You will view a PowerPoint for chapter 14 and participate in class exercises and discussions to earn participation points.

#13 Essay or critical thinking exercise (10 points) Due __________

Reading for next week: Ch 15 Wk 15

Chapter 15: Juvenile Justice in the Twenty-First Century PowerPoint Lecture

During this class period you will hear from a few guest speakers in the criminology field. You will view a PowerPoint for chapter 15 and participate in class exercises and discussions to earn participation points.

Study guide handed out for the final exam over chapters 13, 14, and 15, and anything else selected by the instructor.

Wk 16

Final Exam

Final Exam

xi Copyright © 2024 Pearson Education, Inc.

Final Exam (100 points)

Grading Content and Development 35 Points

Rubric Points Earned

/35

Additional Comments: All key elements of the assignment are covered in a substantive way.

• Students chose a relevant topic from the textbook.

• The body of the paper is at least ___________ in length.

The content is comprehensive, accurate, and persuasive.

Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.

The introduction provides sufficient background on the topic and previews major points.

The conclusion is logical, flows from the body of the paper, and reviews the major points.

Points Earned

Readability and Style 7.5 Points

/7.5

Additional Comments:

Paragraph transitions are present, logical, and maintain the flow throughout the paper.

The tone is appropriate to the content and assignment.

Sentences are complete, clear, and concise.

Sentences are well constructed, with consistently strong, varied sentences.

Sentence transitions are present and maintain the flow of thought.

Points Earned

Mechanics 7.5 Points

/7.5

Additional Comments: The paper, including the title page and reference page follows APA formatting guidelines.

xii Copyright © 2024 Pearson Education, Inc.

Citations of original works within the body of the paper follow APA guidelines.

The paper is laid out with effective use of headings, font styles, and white space.

Rules of grammar, usage, and punctuation are followed.

Spelling is correct.

Points Earned

Total 50 Points Overall Comments:

xiii Copyright © 2024 Pearson Education, Inc.

/50

Class Syllabus Course Number: Course Length: 10 Weeks Course Schedule:

Course Title: Credit Hours: Date: Instructor: Phone: Email:

Course Description: This course is an overview of the development, nature, purpose, and theoretical doctrines of juvenile justice. Topics to be covered throughout the course include the history and development of juvenile court, police decision making regarding juvenile offenders, juvenile detention, the court intake process, juvenile transfer policies, juvenile court decisions, the effectiveness of juvenile corrections, and delinquency prevention and intervention.

Course Materials •

Juvenile Justice in America Clemens Bartollas – University of Northern Iowa Matthew Makarios University of Northern Iowa ©2023 • Prentice Hall

Course Assignments •

•

•

• •

Exams (50 points each – 150 points) There are three (3) multiple-choice exams. The exams are not cumulative but will be based on the chapters presented immediately preceding each exam.

Final exam (100 points) There will be final exam for this class. The format for the exam may consist of some type of multiple choices, fill-in-the-blanks, and/or essay questions that pertain to all of the information presented.

Instructor assignments (10 points each – 80 points) Assignments will be given out throughout the semester. Students are expected to complete each assignment and submit them on the due date.

Essay or Critical Thinking (10 points each – 120 points) Students will complete an essay or critical thinking assignment for each chapter.

Project Paper (50 points) Students will write a research paper about a career in juvenile justice that is of interest to the student. The paper will be in APA format and contain an introduction, the body of the research, and a conclusion. The paper must contain in-text citations from at least three sources. One of the sources must be our textbook. xiv Copyright © 2024 Pearson Education, Inc.

APA Style Papers that you write in your program of study must follow the guidelines set by the American Psychological Association.

Purdue Online Writing Lab: Visit the Online Writing Lab (called OWL) whenever you have an APA question.

There is a tutorial on the APA website that teaches how to write using the APA format.

Academic Dishonesty/Plagiarism In the learning environment, professional attitude begins in the classroom. For that reason, students and faculty will not tolerate or commit any form of academic dishonesty.

Any form of deception in the completion of assigned work is considered a form of academic dishonesty. This includes, but is not limited to: • Copying work from any source.

• Assisting, or allowing another to assist you, to commit academic dishonesty.

• Any attempt to share answers whether during a test or in the submittal of an assignment.

• Any attempt to claim work, data or creative efforts of another as your own.

• Resubmitting graded assignments for use in multiple classes (recycling your work).

• Knowingly providing false information about your academic performance to the college.

• To avoid plagiarism, do not “copy and paste” into assignments without using quotation marks and citing, in APA format, the source of the material.

Plagiarism •

Papers that you write in your program of study must follow the guidelines set by the American Psychological Association (APA). Using another’s intellectual creation without permission or without giving appropriate credit is the academic equivalent of theft.

Consequences of Academic Dishonesty/Plagiarism All violations of academic policy are documented and made a part of the student’s academic record. When academic dishonesty is confirmed, the student will immediately be notified of the incident, which may result in one or more of the actions listed below: • Reduction in grade on the assignment on which the violation occurred • No credit on the assignment, paper, test, or exam on which the violation occurred • A failing grade for the course • Suspension or dismissal from the college

Class rules • Attendance The requirement to attend class should not be taken lightly. Attendance is considered an important part of the course. Excessive unexcused absences will negatively impact on the classroom participation grade as well.

xv Copyright © 2024 Pearson Education, Inc.

• Make-Ups Students who have scheduling conflicts with an exam are expected to make arrangements with instructor in advance. Students are allowed one make-up on an exam per semester. The instructor will announce the make-up date and time. There is no make-up on the final exam.

• Student Conduct Students are responsible for knowing the regulations of the department, college, and university with regards to topics such as withdrawals, incomplete grades, student conduct, and academic misconduct (those who engage in any form of academic dishonesty will fail this course). Students may review these rules at: ___________.

• No use of cell phones will be allowed in the classroom.

Grade Categories

Total Points

Three Quarterly Exams

150

Instructor Assignments

80

Essays and Critical Thinking

120

Project Paper

50

Final Exam

100 500

Total:

Grading Scale Letter Grade

Point Scale

Interpretation

A

450–500

Excellent

B

400–449

Good

C

350–399

Average

D

300–349

Below Average

F

Below 300

Failed to meet minimum requirements

xvi Copyright © 2024 Pearson Education, Inc.

Class Schedule Class Wk 1

Date

Discussion Topic

Learning Activities / Resources

Graded Assignments

Introduction

During this first week you will be introduced to the course and walked through the syllabus. You will be given the first Instructor Assignment.

You will also receive clarification on the research paper so you can get started. You will view the first PowerPoint lecture and participate in class exercises and discussions to earn participation points. Lastly, you will take a pre-test that is not graded.

IA #1 – (10 points) Due ___________

Overview of syllabus and course material PowerPoint Lecture Chapter 1: Juvenile Justice

#1 Essay or critical thinking exercise (10 points) Due __________

Reading for next week: Chs 2 & 3 Wk 2

Chapter 2: The Extent and Nature of Juvenile Crime

Chapter 3: Causes of Juvenile Crime PowerPoint Lecture

Wk 3

Chapter 4: Gender and Juvenile Justice

Chapter 5: The Prevention of Delinquency PowerPoint Lecture

During this class you will participate in a discussion about IA #1. You will view a PowerPoint lecture for chapters 2 & 3 and participate in class exercises and discussions to earn participation points.

Study guide will be passed out for exam #1 over chapters 1–3.

Reading for next week: Chs 4 & 5

During this class you will you’re your first exam and also participate in a discussion about IA #2. You will view a PowerPoint lecture for chapters 4 & 5 and participate in class exercises and discussions to earn participation points.

Reading for next week: Chs 6 & 7

xvii Copyright © 2024 Pearson Education, Inc.

IA #2 – (10 points) Due __________ #2 Essay or critical thinking exercise (10 points) Due __________ #3 Essay or critical thinking exercise (10 points) Due __________ Exam #1 (50 points) IA #3 – (10 points) Due __________ #4 Essay or critical thinking exercise (10 points) Due __________

Wk 4

Chapter 6: The Police Chapter 7: The Juvenile Court PowerPoint Lecture

During this class you will participate in a discussion about IA #3. You will view a PowerPoint for chapters 6 & 7 and participate in class exercises and discussions to earn participation points.

Study guide handed out for exam #2 over chapters 4–7.

Reading for next week: Chs 8 & 9

Wk 5

Chapter 8: Juveniles in Adult Court Chapter 9: Community Corrections

Wk 6

During this class you take your second exam. You will participate in a class discussion on last week’s assignment.

You will view a PowerPoint for chapters 8 & 9 and participate in class exercises and discussions to earn participation points.

PowerPoint Lecture

Paper is due next

Chapter 10: Juvenile Institutionalization

You will submit your paper this week.

During this class you will Discuss IA #5 and view a PowerPoint for chapters 11 & 12. You participate in class exercises and discussions to earn participation points.

Chapter 11: Juvenile Aftercare PowerPoint Lecture

Reading for next week: Chs 10 & 11

Study guide handed out for exam #3 over chapters 8–11.

Reading for next week: Chs 12 & 13

xviii Copyright © 2024 Pearson Education, Inc.

IA #4 – (10 points) Due ________ #5 Essay or critical thinking exercise (10 points) Due __________ #6 Essay or critical thinking exercise (10 points) Due __________ Exam #2 (50 points) IA #5 – (10 points) Due ________ #7 Essay or critical thinking exercise (10 points) Due __________ Paper (50 points) IA #6 – (10 points) Due __________ #8 Essay or critical thinking exercise (10 points) Due __________

Wk 7

Chapter 12: Treatment Technologies

Chapter 13: Juvenile Gangs

PowerPoint Lecture

Wk 8

Chapter 14: Drugs and Delinquency Chapter 15: Juvenile Justice in the Twenty-First Century

During this class you will take your third exam. You will also receive your graded papers. You will participate in a class discussion on IA #6. You will view a PowerPoint for chapters 12 & 13 and participate in class exercises and discussions to earn participation points.

Reading for next week: Chs 14 & 15

Exam #3 (50 points) IA #7 – (10 points) Due ________

#9 (10 points) Due __________

#10 (10 points) Due __________ During this class you will discuss IA # 7 and view a PowerPoint for chapters 14 & 15. You will participate in class exercises and discussions to earn participation points.

IA #8 – (10 points) Due ________

During this class period you will hear from a few guest speakers in the criminal procedure field. You will participate in class exercises and discussions to earn participation points.

#12 Essay or critical thinking exercise (10 points) Due __________

#11 Essay or critical thinking exercise (10 points) Due __________

PowerPoint Lecture Wk 9

Study guide handed out for the final exam over chapters 12–15, and anything else selected by the instructor.

Wk 10

Final Exam

Final Exam

Final Exam (100 points)

xix Copyright © 2024 Pearson Education, Inc.

Points Earned

Content and Development 35 Points

/35

Additional Comments: All key elements of the assignment are covered in a substantive way.

• Students chose a relevant topic from the textbook.

• The body of the paper is at least ___________ in length The content is comprehensive, accurate, and persuasive.

Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.

The introduction provides sufficient background on the topic and previews major points.

The conclusion is logical, flows from the body of the paper, and reviews the major points.

Points Earned

Readability and Style 7.5 Points

/7.5

Additional Comments: Paragraph transitions are present, logical, and maintain the flow throughout the paper.

The tone is appropriate to the content and assignment.

Sentences are complete, clear, and concise.

Sentences are well constructed, with consistently strong, varied sentences.

Sentence transitions are present and maintain the flow of thought.

xx Copyright © 2024 Pearson Education, Inc.

Points Earned

Mechanics 7.5 Points

/7.5

Additional Comments: The paper, including the title page and reference page follows APA formatting guidelines.

Citations of original works within the body of the paper follow APA guidelines.

.

The paper is laid out with effective use of headings, font styles, and white space.

Rules of grammar, usage, and punctuation are followed.

Spelling is correct.

Points Earned

Total 50 Points

xxi Copyright © 2024 Pearson Education, Inc.

/50

CHAPTER 1 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 oftendisturbing 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 1 Copyright © 2024 Pearson Education, Inc.

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: Describe the function of the juvenile justice system LO#5: Describe how juvenile offenders are processed LO#6: Examine the various philosophies and strategies for correcting juveniles LECTURE OUTLINE What Are the Roots of Juvenile Justice?

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The influences affecting the juvenile justice system can be traced back to the Middle Ages. a. Early Europe o

The common law tradition in England eventually concluded that children under age seven should not face legal penalties. However, the responsibility of children between ages seven and fourteen was determined by such considerations as the severity of the crime, maturity, capacity to distinguish between right and wrong, and evidence of blatant malice.

b. The Colonies and Later o o o o

In the colonial period, juvenile justice was shaped principally by the cultural and religious ideas of the Puritans.

The family was the source and primary means of social control of children.

The only law enforcement officials were town fathers, magistrates, sheriffs, and watchmen.

The concept of parens patriae gave the courts a legal basis for intervening in the lives of children. The premises of the parens patriae doctrine permitted the juvenile court to take charge of children in need so that the causes of their problems could be discovered and treated.

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c. How Did the Juvenile Court Develop? o o

The juvenile courts had to develop different procedures and terminology from those of the adult courts to achieve their goals.

The attractiveness of the juvenile court philosophy resulted in almost all states setting up juvenile courts.

The Juvenile Court Today • •

Juvenile court codes, which exist in every state, define what constitutes delinquency and specify the conditions under which states can legitimately interfere in a juvenile’s life.

Some controversy has surrounded the issue of how long a juvenile should remain under the jurisdiction of the juvenile court. a. What Is the History of Juvenile Confinement? o

o

o

o

In the late 1700s to the early 1800s, there was a growing concern of what to do about the growing number of juveniles who were abandoned, had run away from home, or had run afoul of community norms.

The House of Refuge. When citizens and reformers first became concerned about these inhumane conditions, their solution was the house of refuge. This facility was for all children, not just delinquent children.

The Reformatory or Training School. Developed in the mid-nineteenth century.

This is essentially a continuation of the houses of refuge. In 1847, Massachusetts opened the first state-operated training school.

The Cottage System. Introduced in 1854, the cottage system spread throughout the country. Their rationale was that youths on farms would be reformed when exposed to the rural virtues, the simple way of life, and the bounty of Mother Nature.

b. How Did Probation Develop? o

John Augustus, a Boston cobbler, is considered to be the father of probation in this country. In 1841, accepted his first probation client, whose offense was “yielding to his appetite for strong drink.” Augustus worked with women and children as well as with male offenders.

c. What Is the History of Aftercare?

Aftercare is as old as the juvenile institution.

With the formation of the juvenile court, parole generally was called aftercare.

Aftercare officers generally mirrored probation officers in trying to utilize current popular treatment modalities.

What Are the Historical Themes of Juvenile Justice?

The historical themes of juvenile justice include: o o o

a. Discovering the Child o

Members of society began to debate children’s “age of responsibility” in considering the seriousness and extent of their undesirable behavior.

b. Increased Authority of the State o

Society has gradually taken authority away from the family and given it to the state for correcting the behavior of children.

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c. Reform and Retrenchment o

A period of reform led to a period of retrenchment, characterized by a liberal agenda.

d. Get-Tough and Go-Soft Approaches o

The get-tough approach for serious juvenile offenders and the go-soft strategy for minor offenders and status offenders have characterized the sentencing practices of juvenile courts in recent decades.

e. Threat of the Dangerous Poor o

Institutions were needed to protect society against the behavior of these so-called dangerous poor.

f. The Unsolvable Nature of Youth Crime o

No simple solution to this age-old problem exists.

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MOVIE NOTE: Jim Crow Juvenile Justice. This new short film (8 min.) from the national advocacy campaign Youth First Initiative delves into the origin of youth prisons and how that history relates to today’s juvenile justice system, which disproportionately targets Black and Latinx children.

What Are the Juvenile Justice Agencies and Functions?

The juvenile justice system has been given the mandate to correct and control youthful offenders.

The U.S. Constitution gives both the federal government and the states the authority to make laws and the mechanisms for enforcing the law. The primary laws with which this book is concerned are laws governing delinquent and criminal behaviors in the three subsystems: a. The Police b. The Juvenile Courts c. Correction Departments How Are Juvenile Offenders Processed?

• The juvenile is typically referred to the juvenile court, which first decides whether to leave the juvenile in the system or not.

• The juvenile court decides in what is called an adjudicatory hearing whether the juvenile is guilty of the delinquent acts alleged in the petition.

• A disposition hearing takes place when a juvenile has been found delinquent in the adjudicatory stage.

• A delinquent youth might be referred to probation, one of the residential programs in the community, or a training school.

What Are the Most Widely Held Philosophies and Strategies on Correcting Juveniles? a. The treatment model is most concerned that juvenile offenders receive therapy rather than institutionalization. b. The justice model supports the granting of procedural safeguards and fairness to juveniles who have broken the law. c. The crime control model emphasizes punishment because it argues that juveniles must pay for their crimes. The crime control policies of the past twenty years have proposed a gettough strategy, especially with violent juveniles. d. The balanced and restorative justice model called for a new framework of community organization and a new set of values that emphasizes a commitment to all—the offender, the victim, and the community. e. Comparison of the Four Models. The conflicting philosophies and methods of correcting 4 Copyright © 2024 Pearson Education, Inc.

f.

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juvenile offenders make it difficult to succeed in correcting juveniles in trouble.

Social Policy and Juvenile Justice. Effective policy will merge when well-thought-out theoretical assumptions are supported by sound research.

TEACHING TIP: Stories related to juvenile justice are in the news nearly every day. Have students identify a current news stories and post (on Canvas or other course platform) this story, a brief description of how this story relates to the content of the chapter, and the student’s personal reaction to the story.

LIST OF CHANGES/TRANSITION GUIDE • •

New Focus on Policy Box on the COVID-19 pandemic Focus on Offenders 1-1: Jason’s Story

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

There are many ice-breaker 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 four 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.

Group Work: The chapter starts off with Focus on Policy 1-1, which talks about the COVID19 pandemic and the impact it had on juvenile justice agencies. Have students break into groups of 4-5 and have them brainstorm ways the lockdown during the pandemic would affect juvenile justice agencies. For example, how would a residential facility deal with the youth at their facility during a 2-3 week lockdown? Or probation: How would probation officers meet check in/meet with their clients during a lockdown? Groups should write down several ways agencies could have adapted to the pandemic and then bring that to discuss as a large group.

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.

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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

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CHAPTER 2 The Extent and Nature of Juvenile Crime CHAPTER OVERVIEW Juveniles are studied by a wide variety of agencies. Traditionally, the Uniform Crime Reports, collated by the Federal Bureau of Investigation (FBI), were known as official statistics and were the primary source of our knowledge. Today, these data are referred to as the CIUS or Crime in the United States. During the past seventy-five years, however, many more data collection sources have been developed that contribute to our knowledge of juveniles and their problems.

Juvenile Court Statistics were developed to show what happens to juveniles who come to the attention of authorities. Victimization surveys focus on “hidden” or non-reported crime. Other governmental agencies such as the National Center for Education Statistics, the National Clearinghouse on Child Abuse and Neglect, and the Office of Juvenile Justice and Delinquency Prevention also do research on juveniles. In addition, research funded by federal and state governments and private foundations takes place in private research institutes and in universities and hospitals across the nation. This chapter looks at these research efforts and their findings on children in trouble.

CHAPTER OBJECTIVES LO#1: Summarize juvenile crime trends and how the data is categorized, measured, and reported.

LO#2: Describe the methods, benefits, and limitations of self-reporting LO#3: Describe the context of juvenile victimization LO#4: Describe the dimensions of law-violating behavior

LECTURE OUTLINE Major Data Sources in Delinquency Data • •

The Uniform Crime Reports, Juvenile Court Statistics, National Crime Victimization Data, and self-report surveys are the major sources of data on juvenile crime.

These data collection sources contribute to our knowledge of juveniles and their problems. a. Uniform Crime Reports o The Uniform Crime Reports have been our major source of information since 1930 on the amount of crime in the United States. o The FBI was chosen as the clearinghouse for these data, and police departments across the United States were requested to report all arrests to the FBI. b. Juvenile Court Statistics o Most information about the number of children appearing before the juvenile court each year comes from the Juvenile Court Statistics publication, released annually by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), an arm of the U.S. Department.

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What Are Self-Report Measures of Juvenile Crime? a. Self-Report Studies o In self-reporting studies, juvenile tell about offenses they committed in a previous period. o A major benefit of self-report studies is that it is possible to obtain a more complete picture of the amount of crime that could be obtained through the UCR’s data. o Self-report studies have been helpful in discovering the relationship between race, gender, and social class and juvenile offending. o The most serious weaknesses about self-report studies relate to their validity and reliability. o There seems to be some evidence that juveniles who have committed more serious behaviors are less likely to answer questions truthfully than those youths who are less delinquent. b. Victimization Surveys o In 1972, the U.S. Bureau of the Census began victimization studies to determine as accurately as possible the extent of crime in the United States. o The volume of “hidden crime” is great because many crimes go unreported to the police. o The National Crime Victimization Survey is conducted annually by the Bureau of Justice Statistics and administered by the U.S. Census Bureau. It was set up to overcome the “hidden crime” problem, and it gives policy makers a better idea of just how much crime is actually committed.

• TEACHING TIP: Have students explore the website of the Bureau of Justice Statistics https://nij.ojp.gov/topics/forensics and analyze real-life examples of how delinquency is measured in research.

The Context of Juvenile Victimization • Children can be victimized by the family, the school, and on the streets. In the family, child maltreatment and neglect are the most common forms of victimizations, with young children making up the majority of child abuse cases.

• The forms of child maltreatment include neglect, physical abuse, sexual abuse, and emotional maltreatment.

• In the schools, bullying is a common form of victimization. This issue, which has seen increased attention since the 1990s, has changed with the changes in technology.

Traditionally bullying was face-to-face and physical or verbal in nature. With increases in technology, the internet, and social media, cyber-bullying has become widespread.

• Mass school shootings, although rare events, are especially tragic. Emerging research on school shooters suggest that they are often victims of abuse or bullying, are loners who often engage in other antisocial behavior, and frequently alert others to their plans, for example, on social media.

• A common theme in bullying is the desire to exercise power and to feel superior over victims.

• Estimates suggest that there are as many as 300,000 children engaging in sex work in the United States.

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What Are the Dimensions of Law-Violating Behaviors?

• The most important factors in understanding the variables and patterns of offending are age of onset, escalation of offenses, specialization of offenses, desistance from crime, and transition to adult crime.

• The evidence is mixed on some of these variables, but together they constitute the most important dimension of delinquent behavior.

• Desistance from crime and the transition to adult crime, are the most important to researchers because they examine those who are exiting from youth crime and those who are going on to adult crime. a. Age of Onset o Several studies have found that the earlier the juveniles began law-violating behaviors (the age of onset) the more likely they were to continue such behaviors. b. Escalation of Offenses o Official studies have typically found that the incidence of arrest accelerates at age thirteen and peaks at about age seventeen, but this pattern is less evident in selfreport studies. c. Specialization of Offenses o Cohort studies have revealed little or no specialization of offenses among delinquent youth. d. Desistance from Crime o A major problem in establishing desistance is the difficulty of distinguishing between a gap in a delinquent career and true termination. e. Transition to Adult Crime o Some scholars argue that juvenile offenders’ transition to adult crime is due to their prior participation in unlawful activities.

LIST OF CHANGES/TRANSITION GUIDE • • •

Upgraded tables and figures Table 1—Juvenile Arrests Rates by Offense New section on school shootings

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Group Work: First, identify and describe the different types of research methodologies used to collect data on crime and offenders. After discussions die down, you may open your books and spell out in considerably more detail the different types of research methodologies used to collect data.

2.

Group Work: First, all groups are, without looking at the data in the text, to discuss with each other the findings of the different research methods. After initial discussions, open the text and describe the findings of the different research methodologies.

3.

Writing to Learn: Write on one or more of the following topics: the UCRs, victimization surveys, self-report studies, or cohort studies. Critique and revise.

4.

Class Debate: Divide the class into two groups. Assign one group to argue the benefits and advantages of the UCRs, victimization studies, and Juvenile Court Statistics in understanding crime. Assist the other group to argue, supported by the chapter’s introductory comments by 9 Copyright © 2024 Pearson Education, Inc.

Dr. Zahn and her excerpt in Voices of Delinquency: A Researcher Speaks Out, that the data on school and family victimization are the most worthwhile data for use in juvenile justice.

5.

Writing to Learn: Write on the nature of juvenile victimization in the school and in the family (about 10 minutes for a paragraph on each). Critique and revise.

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.

What do the UCRs generally show about youth crime in the United States?

A: Youth crime is widespread in U.S. society. The number of victimization discovered is much higher than the number of offenses reported to the police.

2.

What do juvenile court statistics show about youth crime in the United States?

A: Most youths come into juvenile court as a result of the filing of a petition or complaint.

3.

What can self-report studies tell us that official accounts of youth crime cannot?

A: A large amount of hidden delinquency occurs and is not reported to the police.

4.

What do you believe the connection is between the maltreatment of children in their homes and on the streets and their involvement in crime and delinquency?

A: Answers will vary

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CHAPTER 3 Causes of Juvenile Crime CHAPTER OVERVIEW This chapter offers some possible explanations for juvenile crime. In contrast to the unconscious influence exerted by unpopular first names, described in the chapter’s opening story, some authors suggest that much delinquency is caused not by factors beyond the offender’s control but by a conscious thought process that considers the cost and benefits of particular behavior and once with some degree of planning and foresight goes on for reasons whether the behavior is desirable or not.

On the other hand, if something as simple as first names can impact people’s behavior, then they might not be able to make fully conscious choices. This kind of deterministic view—that delinquent youth cannot stop themselves from committing socially unacceptable behavior because of some overpowering influence—build on your perspective known as positivism, a major theoretical position in criminology.

However, whether talking about youth crime arising from free will, biological or psychological inferiority, social causes, or integrated explanations (two or more existing theories), it is clear that any particular theory only accounts for some of the reasons for juvenile offenses. Some explanations are more powerful than others in explaining youth crime, but even the most powerful amounts to only a small piece in the larger puzzle of juvenile offending.

The association between criminal behavior and the rationality of crime has its roots in the eighteenth-century classical school of criminology. More recently, a number of approaches to the rationality of crime, especially the rational choice theory, have emerged.

CHAPTER OBJECTIVES LO#1: Summarize the principles and influences of the classical school of criminology LO#2: Describe biological theories of juvenile crime and delinquency LO#3: Describe psychological theories of juvenile crime and delinquency LO#4: Describe sociological theories of juvenile crime and delinquency LO#5: Summarize integrated theories of juvenile crime and delinquency LECTURE OUTLINE Classical School of Criminology • Cesare Beccaria and Jeremy Bentham were the founders of the classical school of criminology and the basic theoretical constructs of the classical school of criminology were developed from their writings. a. Rational Choice Theory o This approach makes the assumption that the delinquent chooses to violate the law and has free will. o Some youthful offenders clearly engage in delinquent behavior because of what they see as a low risk of such behavior. o Rational choice theory is based on the notion that delinquent behavior is planned.

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The concept of rationality also assumes that individuals have free will and are not controlled by their emotions, but many youngsters do not appear to have such control. b. Why Do We Punish? o Punishment involves applying pain, often long after the evil deed has been committed. o At its core, criminal punishment results in harm to another human being—something that is in opposition to the moral values of modern society. o Punishment is considered justified in modern society. o There is no single vision of who should be punished, how the sanctions should be administered, and the ultimate goals that justify the application of punishment. o The object of criminal punishment can be grouped into seven distinct areas:  General deterrence  Specific deterrence  Incapacitation  Rehabilitation  Retribution/just deserts  Restoration  Equity/restitution c. Development of Positivism o According to positivism, human behavior is but one more facet of a universe that is part of a natural order. o Positivism became the dominant philosophical perspective of juvenile justice at the time the juvenile court was established at the beginning of the twentieth century.

Biological Positivism • The belief that there is a biological explanation for criminality has a long history.

• The attention given to biological positivism in the United States can be divided into two periods: a. Early Forms of Biological Positivism o Characterized by the nature–nurture debate o Cesare Lombroso’s theory of physical abnormalities, genealogical studies, and theories of human somatotypes represent early approaches relating crime and delinquency to biological factors to the study of crime. b. Biological Positivism Today: Sociobiology o In the second half of the twentieth century, sociobiologists began to link genetic and environmental factors. o They claimed that criminal behavior, like other behaviors, has both biological and social aspects. o The hyperactive child remains a temperamental mystery. o Psychological factors have always been more popular in the United States in explaining juvenile offending than were biological or sociobiological factors. o

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Psychoanalytic Explanations • In developing psychoanalytic theory, Sigmund Freud contributed three insights that have shaped the handling of delinquent youth: o Children who have not yet learned to control primitive drives cannot distinguish socially acceptable behavior from socially unacceptable behavior. o Children must learn to control their sexual and aggressive drives in socially acceptable ways. o Emotional traumas experienced in childhood are especially likely to cause lifelong psychological problems. a. Sensation Seeking and Delinquency o Defined an individual’s need for varied, novel, and complex sensations and experiences and the willingness to take physical and social risks for the sake of such experiences. b. The Psychopath o The psychopath (also known as the sociopath) is acknowledged as the personality of the hard-core juvenile offender. o According to the D S M-IV, these individuals are usually diagnosed with a conduct disorder. c. Reinforcement Theory o The theory argues that behavior is governed by its consequent rewards and punishments, as reflected in the history of the individual. o One of the major flaws of this theory is that it consistently shows a disdain for the social context in which crime occurs.

• MOVIE NOTE: We Need to Talk About Kevin. Is crime in the blood? Watch this film on Netflix or other commercial outlets and discuss the impossible question of nature vs. nurture.

The movie is based on a fantastic book, so the assignment could be turned into a book review.

Sociological Positivism • The sociological theories of juvenile crime and delinquency can be divided into three main divisions: a. Social Structural Theories o Social structure theorists claim that such forces as social disorganization, cultural deviance, and status frustration are so powerful that they induce lower-class individuals to become involved in criminal and delinquent behaviors. b. Social Process Theories o Social process theories examine the interactions between people and their environment that influence individuals to become involved in criminal or delinquent behaviors. o Differential association, containment, social control, and labeling theories are the social process theories that have been the most widely received. c. Conflict Theory o A great deal of variation exists among conflict theories. o Some theories emphasize the importance of socioeconomic class; other theories emphasize power and authority, and others, group and cultural conflict.

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The Marxist perspective views the state and the law itself as ultimate tools of the economic interests of the ownership class.

How Does Integrated Theory Explain Juvenile Crime?

• Several integrated theories for delinquent behavior have been developed. Three of the most important are: a. Gottfredson and Hirschi’s General Theory of Crime o Gottfredson and Hirschi define lack of self-control as the common factor underlying problem behaviors. o The other pivotal construct is crime opportunity. o These two constructs capture the influence of external and internal restraints on behavior. o Low self-control is empirically supported: Reviews of the literature have consistently found it to be strongly related to crime. b. Elliott and Colleagues’ Integrated Social Process Theory o The theory offers an explanatory model that expands and synthesizes traditional strain, social control, and social learning perspectives into a single paradigm that accounts for delinquent behavior and drug use. c. Thornberry’s Interactional Theory o The initial impetus toward delinquency comes from a weakening of the person’s bond to conventional society, represented by attachment to parents, commitment to school, and belief in conventional values. o Delinquency is not viewed as the end product; instead, it leads to the formation of delinquent values. d. Social Policy in Juvenile Justice: PHDCN LAFANS o The Project on Human Development in Chicago Neighborhoods (PHDCN) is an interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. o PHDCN is perhaps the largest interdisciplinary study of the complex influences exerted on human development ever undertaken. o

LIST OF CHANGES/TRANSITION GUIDE • • •

Expansion of the section on social disorganization Expansion of the section on differential association theory Expansion of the section on Gottfredson and Hirschi’s general theory of crime

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Writing to Learn: Write an essay in class that explains the nature and types of biological positivism. Critique and revise.

2.

Writing to Learn: Write an essay in class that explains the nature and types of psychological positivism. (Skip the psychoanalytic approach for this particular exercise unless requested by the instructor.) Critique and revise.

3.

Writing to Learn: Write an essay that explains the nature and types of sociological positivism. Critique and revise.

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4.

Class Presentations: Divide the class into three groups. Ask each group to report on one of the major ideas of structural functionalism, social process, and conflict theories. Let each group defend its ideas against the other approaches as to why their ideas are the strongest.

5.

Group Work: Divide the class into three groups. Each group should develop one of the three following approaches: the major and minor ideas of Gottfredson and Hirschi’s general theory of crime, Elliott’s integrated social process theory, and Thornberry’s interactional theory.

After identifying the components of each theory, have each group pull together all of the ideas of each theory into a schema of the whole theory and present the ideas to the class.

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

What is the labeling perspective’s definition of why adolescents become delinquent? Do you agree with this interpretation?

A: Labeling theory contends that society creates deviant youth by labeling those who are apprehended as “different” from others, when in reality the youths are different only because authorities “tagged” them with a criminal label. Edwin Lemert and Howard Becker are the chief proponents of the view that formal and informal societal reactions to criminal behavior can influence the subsequent attitudes and behaviors of criminal and delinquent youth.

2.

Which of the three integrated theories makes the most sense to you? What are the advantages of integrated theory? What are its disadvantages?

A: Answers will vary

3.

Should poverty exclude an adolescent from responsibility for delinquent behavior? Why or why not?

A: Answers will vary

4.

Why have the juvenile courts been so quick to apply the concept of free will and rationality to violent juvenile criminals?

A: By applying the concept of free will, it allows courts the option of punishing offenders and not be constrained to rehabilitation. Although it can be harsh and demeaning, punishment of violators is believed to create benefits from all abiding citizens. Both the threat and application of criminal punishment are cost-effective means to an end: protecting the public, preventing disorder, and reducing social harm.

5.

To what extent do you believe juveniles are rational in their behavior? What are the implications of your answer for the justice system?

A: Answers will vary

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CHAPTER 4 Gender and Juvenile Justice CHAPTER OVERVIEW The theories reviewed in Chapter 3 largely reflect social thought from the late 1800s up into the 2000s. Throughout much of that time period, boys were considered the primary culprits in committing crime and delinquency. Critics of these early opinions, however, had their doubts because they recognized that different explanations could be applied to why girls, delinquent youth in the lower classes, and members of various racial and ethnic groups got involved in juvenile delinquency. As the collection of data and consideration of the social circumstances of different groups involved with delinquency increased, attention shifted. Social observers began calling attention to extreme social circumstances, such as poverty or violent neighborhoods, as possible contributors to delinquency. Other observers noted the possible effects of social values and norms that led to discrimination against girls, Black Americans, Hispanic Americans, and youths of the lower class. Research began in an effort to sort out the basis for the differences among these groups and started becoming more nuanced in its observations and thinking. This chapter on causation begins to sort through those issues. The chapter initially compares the explanations of why boys and girls become involved in antisocial behaviors and presents a feminist theory of delinquency. The next section considers the various types of female delinquent offending. The final sections investigate the influence of class, gender across the life course, and how gender affects the processing of the female delinquent.

CHAPTER OBJECTIVES LO#1: Describe the social context of gender roles and delinquency LO#2: Outline the various explanations for why adolescent females become involved in offending LO#3: Describe a feminist theory of delinquency LO#4: Identify the relationship between adolescent male and female offending LO#5: Describe how gender affects the processing of adolescent females in the juvenile justice system LO#6: Identify the relationship between class and delinquency LECTURE OUTLINE Social Context of Delinquency: Gender Roles and Delinquency • Understanding gender-based roles involves a look into how children are socialized.

• Children are socialized into preexisting gender arrangements and construct understandings of themselves in these lenses.

• Although there has been a recent resurgence in recognizing the importance of biology in determining sex-linked behavior, children in today’s society continue to be effectively socialized into gender roles. a. The Female Delinquent o The middle-class male youthful offender typically is treated very differently by the police and court officials than is his lower-class counterpart.

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There is mounting evidence of unfair treatment of Black, Native American, and Hispanic adolescent boys and girls. o Researchers generally believe that the first step along girls’ pathway into the juvenile justice system is victimization, the second step involves substance abuse and the step involves girls acting out at home, in school, in sexual activity, in law-violating acts, and in gang involvement. b. Differences Between Male and Female Delinquency o Girls run away from home more frequently than boys do. o Girls become involved in sex work more frequently than boys do. o Girls and boys are equally involved in the use of drugs and addiction to drugs. o Girls are less violent in their behavior than boys, although there is some evidence that they are becoming more aggressive. o Boys tend to spend more time in prison than girls. o Aggressive gang behavior is more typical of boys than girls.

Why Do Adolescent Females Become Involved in Offending?

• One of the research questions frequently raised is whether female delinquency has different explanations than does male delinquency. a. Biological and Constitutional Explanations o There are five biopsychological vulnerability factors related to girl’s delinquency:  Stress and anxiety  Attention deficit/hyperactivity disorder and conduct disorder  Intellectual deficits  Early pubertal maturation  Mental health issues. b. Psychological Explanations o Early studies addressed the “innate” female nature and its relationship to deviant behavior, but more recently the focus has been on psychiatric disorders and female delinquency. c. Sociological Explanations o General Strain Theory (GST): boys may be more likely to become involved in delinquency than girls because boys tend to experience strains such as high aspirations but poor schools and a lack of opportunity. o Blocked Opportunity Theory: perception of limited opportunity was more strongly related to female delinquency than it was to male delinquency. o Social Learning Theory: boys have higher rates of delinquency than that of girls primarily because boys tend to be associated with delinquent peers and belong to gangs more often than do girls. o Social Control Theory: girls are less involved in delinquency than are boys because gender-role socialization results in more social bonds for girls than for boys. o Masculinity Hypothesis o Power-Control Theory: as mothers gain power relative to their husbands, usually by employment outside the home, daughters and sons alike are encouraged to be more open to risk taking. o Labeling Theory: boys are more likely to be labeled as delinquent than are girls. o

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o o

•

Interactionist Theory of Delinquency: delinquency for girls and boys occurs through a process of role taking.

Deterrence, Rational Choice, and Routine Activities Theories: girls have a higher level of supervision, more self-control, less time spent in unstructured and unsupervised activities, and less prior delinquency, and these factors make them less vulnerable to delinquency than boys.

MOVIE NOTES:

Go to YouTube and search for the clip “The Wire: Avon and Stringer Bell Exemplify Merton’s Strain Theory.” o Watch the movie Mean Girls (2004) to exemplify application of social learning theory. Mean Girls offers a comedic take on problems that teens face throughout high school. The movie shows the inner workings of social learning theory throughout the film. o The Netflix TV series 13 Reasons Why can be applied to routine activity theory, with each episode describing a character that plays the role of each element within the theory. d. Evaluating Explanations of Female Delinquency o The discussion of female delinquency readily leads to the conclusion that biological explanations are the less predictive factors.

What Is a Feminist Theory of Delinquency?

• The feminist theory of delinquency argues that girls’ victimization and the relationship between that experience and girls’ crime are largely ignored. a. What Are the Most Important Dimensions of Female Delinquent Behavior? o Feminist theory of delinquency addresses childhood victimization and the ways in which discrimination and oppression, based on a juvenile’s race or gender, can shape experiences, options, and identity.

Relationship Between Male and Female Patterns of Adolescent Offending • Gender still shapes the lives of adolescents in powerful ways.

• The second Philadelphia cohort study examined all girls and boys born in 1958 in that city. It found that boys were two and a half times more likely than girls to become involved in delinquent acts. Law-violating girls were much more likely to be one-time offenders and less likely to become chronic offenders. a. Female Use of Drugs and Alcohol o Boys are more likely to become involved in delinquent behavior, but female adolescents are also involved in the use of alcohol and drugs, especially alcohol and marijuana, at about the same rates as male high school seniors. b. Adolescent Females and Prostitution o Girls who engage in sex work are likely to be victimized at home. c. Adolescent Females and Violent Behavior o The data do not show that girls are becoming more violent. o

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Gender Inequality and Processing of the Female Delinquent •

Female adolescent offenders have been treated unfairly, particularly those who end up in juvenile institutions because of: o Society’s disapproval of sexual activity o The tendency to give girls longer sentences than boys, under the guise of “protecting” the female juveniles o The juvenile justice officials sometimes redefine girls to make them eligible for the kinds of protectionist sanctions that have been traditionally applied Class Oppression • Class oppression is another form of exploitation experienced by an adolescent female. a. Prevention of Delinquency o Girls Inc. is a nonprofit organization that inspires all girls to be strong, smart, and bold through a network of local organizations in the United States and Canada. b. Gender Across the Life Course o Longitudinal studies usually reveal that delinquent careers differ by gender. o Male careers usually begin earlier and extend longer into the adult years. o Studies of youth gangs reveal that female members are more likely than male members to leave the gang if they have a child. Also, conventional life patterns— particularly marriage, parenting, and work— draw people of all genders away from gangs and offending behaviors but do so more completely and quickly for female members. c. Social Policy and Juvenile Justice o Female offenders represent one of the least-serviced juvenile justice populations. o There are only a few effective gender-specific programs nationally. o A gender-responsive policy approach calls for a new vision of the juvenile justice system.

LIST OF CHANGES/TRANSITION GUIDE •

New section on LGTBQ youth

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Group Work: All members of the class should look up what is meant by the social definition of reality. Then, probably the next day, form small groups or whatever works best to discuss whether the differences among boys, girls, people of various racial and ethnic groups, or social classes are real or are the result of a social definition of reality based on social values.

2.

Writing to Learn: Write three fairly long paragraphs of about half a page each that describe the biological, psychological, and sociological causes of the behavior of delinquent girls.

3.

Class Presentations: Break the class up into groups for presentations on gender, social class, and race/ethnicity. Have each group summarize what the book—and outside sources if time permits—states about each. What are the unique problems faced by each social construction?

4.

Group Work: Have students discuss what the social definition of reality was like in their family, neighborhoods, schools, and communities concerning the behavior of girls, members of various racial and ethnic groups, and social classes. In other words, what were the social realities that everyone grew up with? How about at their current college or university?

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5.

Writing to Learn: Have each member of the class write a paragraph on the area of causation on which they are the weakest and then, in small groups or before the class as a whole, read their answers and revise them on the basis of suggestions made by other students.

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

How has the social context affected the legal context in terms of female delinquency?

A: Gender shapes the lives of adolescents in powerful ways. Feminist theory starts with the assumption that girls are positioned in society in ways that produce vulnerability to victimization by boys and men, including abuse and the negative effects of poverty. Little disagreement exists on whether adolescent girls experience life differently than adolescent boys. Feminist theory of delinquency examines adolescent girls’ sexual and physical victimization at home and the relationship between these experiences and their crimes. This position argues that the structural categories of gender, class, and race are more helpful than individual or socio-psychological explanations in understanding women’s involvement in crime.

2.

How is an understanding of gender learned?

A: Research Triangle Institute (RTI) formed the Girls Study Group with the goal of developing a research foundation that will enable communities to make sound decisions about how best to prevent and reduce delinquency and violence by girls. The work of the Girls Study Group is guided by the following research questions: • Who is the delinquent girl?

• What are the risks and protective factors associated with girls’ delinquency?

• What are the pathways to girls’ delinquency?

• What programs can prevent girls from becoming delinquent?

• What are the system responses to girls’ delinquency?

• What are the life consequences of girls’ delinquency?

The Girls Study Group is currently involved in giving presentations and authoring papers about the issue of female delinquency and promises to be helpful in better understanding the female delinquent in the future.

3.

Has your experience led to the conclusion that social class matters in the way individuals are perceived and handled in this society?

A: Answers will vary

4.

What are the main explanations of female delinquency?

A: The first step along girls’ pathway into the juvenile justice system is victimization.

Parents, siblings, or relatives may have sexually abused them at home, and the girls run away.

The second step along girls’ pathway into the juvenile justice system involves substance abuse. Substance abuse is highly correlated with early childhood sexual victimization, especially among White girls. The literature also consistently reports a strong link between childhood abuse and the later development of alcoholism and other drug problems.

Significantly, at about the same age as the victimization occurred (usually when the girls were between thirteen and fourteen years old), the girls started using addictive substances.

A third step along girls’ pathway into the juvenile justice system involves girls acting out at home, in school, in sexual activity, in law-violating acts, and in gang involvement. Emotional 20 Copyright © 2024 Pearson Education, Inc.

problems and drugs tend to influence their negative behavior and, as a result, girls do poorly in school, are sometimes suspended or expelled, or drop out and often runs away from home.

Once caught, the girls come before the juvenile court, or they are referred to the court for their involvement in gangs or delinquent behaviors.

5.

What is the feminist theory?

A: Feminist theory of delinquency examines adolescent girls’ sexual and physical victimization at home and the relationship between these experiences and their crimes. This position argues that the structural categories of gender, class, and race are more helpful than individual or socio-psychological explanations in understanding women’s involvement in crime. The feminist theory of delinquency argues that girls’ victimization and the relationship between that experience and girls’ crime are largely ignored. It has long been understood that a major reason for girls’ presence in juvenile court is their parents’ insistence on their arrest. Those who study female offending, as well as those who work with female offenders, have discovered that a substantial number are victims of both physical and sexual abuse.

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CHAPTER 5 The Prevention of Delinquency CHAPTER OVERVIEW One of the major questions is how to prevent behavior before it becomes solidified or set in a negative path. The prevention of delinquency is certainly a desirable, yet complex, goal. An emphasis on prevention was written into federal law in the Juvenile Justice and Delinquency Prevention Act of 1974 and the Juvenile Justice Amendments of 1977 and 1980. Despite this federal emphasis, prevention has been largely ignored in the study of delinquency. Yet, there is evidence that the declining but still disturbing levels of teenage violent behavior and use of firearms, the continuing problems with drugs and alcohol, and the emergence of nationwide gangs still call for the development and evaluation of delinquency prevention programs.

Delinquency prevention is a complex term that has impacted youth in a variety of ways.

Three different levels of delinquency prevention have been identified: •

Primary prevention programs are focused on modifying conditions in the physical and social environment that lead to delinquency.

•

Secondary prevention programs are interventions in the lives of high-risk juveniles or groups identified as being in circumstances that dispose them toward delinquency.

Secondary prevention also takes place in diversionary programs in which youngsters in trouble are diverted from formal juvenile justice programs.

•

Tertiary prevention programs are directed at the prevention of recidivism among youth with a delinquent history. Tertiary prevention also takes place in traditional rehabilitation programs.

CHAPTER OBJECTIVES LO#1: Explain the historical importance of delinquency prevention programs and summarize their effectiveness LO#2: Summarize the various components of the alternative prevention paradigm project LO#3: Summarize environmental and institutional prevention programs LO#4: Describe the role of diversion LECTURE OUTLINE A History of Delinquency Prevention Efforts • Delinquency prevention is defined as any attempt to thwart youths’ illegal behavior before it occurs.

• The Juvenile Justice and Delinquency Prevention Act of 1974 and the Juvenile Justice Amendments of 1977, 1980 • Three different levels of delinquency prevention have been identified: primary prevention, secondary prevention, and tertiary prevention.

• Some of the better known efforts have been the Cambridge Somerville Youth Study in Massachusetts, the New York City Youth Board, The Mobilization of Youth in New York 22 Copyright © 2024 Pearson Education, Inc.

City, the Boston Midway Project, Walter C. Reckless and Simon Dinitz’s self-concept studies in Columbus, Ohio, and the Playa in Puerto Rico. They have, with the exception of the Chicago Area Projects, been found ineffective. a. Promising Prevention Programs o The Blueprint for Violence Prevention identified 11 model programs and 21 promising violence and drug abuse programs. o The 11 model programs include Big Brothers Big Sisters of America, Bully Prevention, Functional Family Therapy, Incredible Years, Life Skills Training, Midwestern Prevention Project, Multidimensional Treatment Foster Care, Multisystemic Therapy, Nurse-Family Partnerships, Projective Toward No Drug Abuse, and Promoting Alternative Thinking Strategies. b. Violent Juvenile and Delinquency Prevention Programs o The belief emerged in the 1990s that the most effective strategy for juvenile corrections is to place emphasis on high-risk juveniles who commit violent acts. o The general characteristics of these programs is that they (1) address key areas of risk in youths’ lives, (2) seek to strengthen the personal and institutional factors that contribute to the development of a healthy adolescent, (3) provide adequate supervision and support, and (4) offer youths a long-term stay in the community. c. Wilderness Programs o Outward Bound is the best-known wilderness/survival program. o All of the outdoor wilderness programs claim that the completion of a seemingly impossible task is one of the best means to gain self-reliance, to prove one’s worth, and to define oneself as a person.

Alternative Prevention Efforts • The Positive Youth Development (PYD) efforts challenge the traditional way of focusing on the deficit-based perspective traditionally used with delinquent youth.

• This approach argues that approaches to youth’s development and behaviors address their resilience and competencies.

• Adolescents are seen as self-directed independent individuals who will develop and flourish when they are connected to the right mix of relationships, opportunities, and social assets. a. Exhibit 5-1: The Institute for the Study and Practice of Nonviolence • Founded by Sister Ann Keefe and Father Ray Malm in response to number of youth killed by gang violence, the ISPN seeks to embrace the principles and practices of Dr. Martin Luther King Jr.’s theory of nonviolence. It has become a national model and been implemented across the country. b. Persons Who Believe in Kids o People who Believe in Kids rests in the countless examples of those youth who have been touched and changed by adults in the communities who believe in them, support them, give them hope, and stand by them as they travel the journey between adolescence and adulthood. c. “I Have A Dream” Foundation • The “I Have A Dream” Foundation was first developed in 1981 by Eugene Lang, who returned to his elementary school and found that more than 75 percent of these students were estimated to drop out of school.

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•

The IHAD Foundation supports and mentors children of color as they proceed throughout the school experience.

Environmental and Institutional Prevention Programs • Parental training and family-based intervention programs are now used as a means of preventing delinquency in the family. a. Family Programs o Parental Training: The most common form of parental training is parent management training (PMT). The goals of PMT are to improve parental control and monitoring as well as to improve the quality of the parent–child relationship. o Family-Based Intervention Programs: Nurse–Family Partnership (NFP), Perry Preschool, PeaceBuilders. b. School Programs include alternative schools, mentoring, parent training, school classroom engagement, community awareness models, drug/alcohol therapy and

education, truancy prevention, and aftercare.

•

TEACHING TIP: Have students work in groups to explore the website of the Office of Juvenile Justice and Delinquency Prevention (OJJDP) at https://ojjdp.ojp.gov. Each group should discuss questions such as: What is OJJDP and what does it do? What is the main function of the Office of Juvenile Justice and Delinquency Prevention? What programs are working in delinquency prevention? What are other initiatives it takes to prevent juvenile delinquency?

What Is the Role of Diversion?

• Diversion programs provide an alternative means for dealing with the case and are usually operated by the police or the courts. a. Youth Courts o Youth courts, also known as teen courts, peer courts, or student courts, are juvenile justice programs in which youths are sentenced by their peers. o Most youth courts are used as a sentencing option for first-time offenders ages eleven to seventeen who are charged with misdemeanor nonviolent offenses. o There are four possible case-processing models are used by these courts: adult judge, youth judge, tribunal, peer jury. b. The Juvenile Drug Court Movement o By 2007, approximately 2,000 juvenile drug courts had opened. o The Violent Crime Control and Law Enforcement Act of 1994 authorizes the attorney general to make grants to various agencies to establish drug courts. o Unfortunately, little research exists today that addresses how successful youth courts are in reducing drug use and criminal recidivism. o The programs are cost-effective because successfully treated offenders remain free from law enforcement activities, judicial case processing, and the victimization that occurs as a result of repeat criminal activity. c. Juvenile Mental Health Courts (JMHCs) o Juvenile mental health courts (JMHCs) are voluntary diversionary programs, which address the needs of children with mental health needs. o These courts rely on cooperation and collaboration among members of a multidisciplinary team.

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d. Juvenile Mediation Program o The purpose of the Juvenile Mediation Program is for all involved parties to join together to resolve differences without court involvement.

LIST OF CHANGES/TRANSITION GUIDE •

New Exhibit 5-1: The Institute for the Study and Practice of Nonviolence

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Group Work: First, identify Ann Newton’s three levels of delinquency prevention. Then develop the specific kinds of variables identified by Newton’s three types of delinquency.

2.

Group Work: Describe all of the different programs implemented in community-based corrections. Which of Newton’s levels does each program represent and why?

3.

Writing to Learn Exercise: Write approximately two paragraphs that identify the different model prevention programs and their rates of success—with the textbook closed. Critique and revise after reviewing the rates of success of each of the programs as cited in the text.

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

Why have delinquency prevention programs generally been so ineffective?

A: Not enough focus on primary prevention programs.

2.

Describe some of the characteristics of three different promising prevention programs.

A: The general characteristics of these programs is that they: • address key areas of risk in youths’ lives • seek to strengthen the personal and institutional factors that contribute to the development of a healthy adolescent • provide adequate supervision and support • offer youths a long-term stay in the community

3.

Of the programs discussed in this chapter, which do you feel is the best for helping offenders reintegrate into the community?

A: Answers will vary

4.

Describe the approach that Positive Youth Development takes to prevent delinquency.

A: PYD uses the term resilience to describe the qualities that support healthy adolescent development in the face of adversity. From the perspective of PYD, adolescents are seen not as objects that need to be acted upon, but as self-directed, independent individuals who may deserve special care and who merit the autonomy and dignity accorded to other members of the community. The concepts of PYD propose that youths will develop and flourish when they are connected to the right mix of relationships, opportunities, and social assets.

5.

Describe an environmental prevention program for girls.

A: The HBI Project CRAFT Okeechobee Girls’ Academy is the only juvenile justice residential program in Florida that provides career and technical education to young women.

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6.

In what ways do training schools act as prevention programs?

A: The Life Skills Training (LST) is a three-year intervention curriculum designed to prevent or reduce the use of “gateway” drugs, such as tobacco, alcohol, and marijuana. The lessons emphasize social resistance skills training to help students identify pressures to use drugs.

Studies found LST to reduce tobacco, alcohol, and marijuana use by 50 to 75 percent in intervention students compared to control students.

7.

How are juvenile drug courts different from traditional courts?

A: • Much faster and much more comprehensive intake assessments • Much greater focus on the functioning of the juvenile and the family throughout the juvenile court system • Much closer integration of the information obtained during the assessment process as it relates to the juvenile and the family • Much greater coordination among the court, the treatment community, the school system, and other community agencies in responding to the needs of the juvenile and the court • Much more active and continuous judicial supervision of the juvenile’s case and treatment process • Increased use of immediate sanctions for noncompliance and incentives for progress for both the juvenile and the family

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CHAPTER 6 The Police CHAPTER OVERVIEW In the chapter-opening quote, the veteran police officer makes a passionate statement about the joys of becoming a police officer. He clearly sees policing more as a calling than as a job or a set of bureaucratically defined duties. He believes that policing demands the very best that a person has to offer. Once it gets into your blood, he warns, it will change your identity and self-image and will stay with you for the rest of your life. This officer, despite his positive attitude about a police career, has little interest in working with juveniles. With him, as well as with many officers, many problems exist in policing juveniles. Juvenile crimes are viewed as minor, and the arrest of a juvenile is not considered a real arrest. The due process rights accorded to juveniles in recent decades also make the police feel that their crime-fighting hands are tied. Furthermore, many juveniles, some of whom view the police as the enemy, distrust police officers. The police, then, must deal with juveniles’ hostile attitudes, which can become explosive and violent at a moment’s notice. Finally, the nature of juvenile crime is changing; the spread of malls, the explosion of drug use, and the proliferation of gangs have complicated the lives of police officers across the country.

Police officers are faced with juveniles whose misbehaviors range from drinking in parks to murder. At one end of the spectrum are status offenders who have conflicts with their parents, schools, and community but who are not true criminals in either behavior or intent. At the other end are the violent, repetitive offenders. These youths commit murder, aggravated assault, rape, and grand theft; some are in organized crime, and some deal in drugs. Between these extremes are varieties of youth with mental illness, youth who have run away from home, and dependent, neglected, abused, victimized, and delinquent youths.

The history of police–juvenile relationships in the United States is reviewed in this chapter, followed by juveniles’ attitudes toward the police, the cycle of alienation, factors that influence police discretion, the informal and formal dispositions of juvenile offenders, and the changing legal rights of juveniles. The final sections of this chapter consider police organizations and functions as they relate to juveniles, as well as the special challenges that juveniles’ drug use, gang involvement, and gun possession bring to community-based policing.

CHAPTER OBJECTIVES LO#1: Summarize the history of police–juvenile relationships LO#2: Summarize the police’s attitudes toward juveniles LO#3: Summarize juveniles’ attitudes toward the police LO#4: Describe police discretion and the factors that influence discretion LO#5: Summarize how police process juveniles LO#6: Describe the legal rights of arrested juveniles LO#7: Describe how police agencies are structured to deal with juvenile crime LO#8: Summarize developing trends in how police deal with juveniles

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LECTURE OUTLINE What Is the History of Police–Juvenile Relations?

• In the early 1900s, police became concerned about the problem of juvenile crime.

• In the 1920s and 1930s, the Police Athletic League and other prevention programs were formed.

• In the 1950s and 1960s, juvenile police officers’ associations were formed and became active.

• In the final decades of the twentieth century, budgetary restrictions forced many departments to restrict juvenile programs.

• In the past decade or so, the police have focused on gang control.

Police Attitudes Toward Youth Crime • The police have more positive attitudes toward juveniles today than in the past.

• Three occupational determinants work against even more positive attitudes toward youth crime. One of the most serious occupational determinants is that experienced officers are aware that they must be guarded in police–juvenile relationships. The recent negative mass media coverage of police–juvenile interactions makes this even more mandatory.

• Juvenile officers and detectives who work with juveniles on a day-to-day basis are more service-oriented than patrol officers.

• MOVIE NOTE: Kids in the Crossfire is about youth in Chicago—the murder capital of the U.S.—where almost half of those killed in 2013 were under 25.

What Are Juveniles’ Attitudes Toward the Police?

• • •

Younger children, White children, girls, and children of the middle and upper classes have more favorable attitudes toward the police.

Older children, Black children, boys, and children of the lower class have less favorable attitudes toward the police.

Many juveniles claimed they had experienced police harassment on a regular basis and police brutality on occasion.

How Does Police Discretion Affect the Police Response to Juveniles?

• •

Police discretion can be defined as the choice between two or more possible means of handling a situation confronting the police officers.

The police officer’s disposition of the juvenile is largely determined by nine factors: a. The nature of the offense b. Citizen complainants c. Gender d. Race e. Socioeconomic status f. Individual characteristics of the juvenile g. Police–juvenile interaction and demeanor h. Departmental policy i. External pressures in the community

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•

MOVIE NOTE: Crime + Punishment (2018) is a documentary that explores the NYPD’s ongoing but concealed use of quotas and their effects on the citizens of New York—and officers in the police department.

How Do Police Process Juveniles? a. Informal Options: On the Streets o Example: An officer might talk to a youth bullying others and suggest that the bully change their ways. b. Informal Options: At the Station (Station House Adjustment) o Example: Youths are taken to the police station where their situation is discussed with them and their parents; the youths are then sent home with their parents. c. Combined Informal and Formal Processing o Example: Youth is taken into custody or arrested and booked, and then released with the firm warning that any further problems will be dealt with by arrest and prosecution. d. Formal Processing: At the Station o Example: The parents of arrested youths are called to the police station and, after booking, have their child released to their care and supervision. The case may end at that point or may be referred to juvenile court for further consideration.

What Legal Rights Do Juveniles Have with the Police? a. Search and Seizure o The Fourth Amendment to the Constitution of the United States protects citizens from unauthorized search and seizure. o Juveniles must be presented with a valid search warrant unless they have either waived that right, consented to having their person or property searched, or been caught in the act. o Officers cannot pull over youths driving a vehicle and search the vehicle without a reason. o Once a car is pulled over, officers may look into it from the outside for anything that is illegal and “in plain view,” particularly weapons. o Police may enter a home if they legally see illegal drugs, evidence, or contraband “in plain view.” b. Interrogation and Confession o The Fifth and Fourteenth Amendments to the Constitution address standards of fairness and due process in obtaining confessions. o If juveniles are in custody or arrested, their strongest option is not to say anything or answer any questions until their parents or a lawyer is present. At this point, the Miranda warnings are relevant. c. Fingerprinting o The fingerprinting of juveniles is a controversial practice. o Some states have passed statutes that prohibit the fingerprinting of juveniles without a judge’s permission. d. Lineups and Photographs o A lineup consists of the police placing a number of suspects in front of witnesses or victims, who then try to identify the person who committed the crime against them.

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A problem with photographs is their permanency and potential stigmatizing effect on youths in the community.

Social Context of Juvenile Crime: The Police and the Prevention of Juvenile Offenses • Police are attempting to implement juvenile policing in community-based, school-based, and gang-based interventions. a. Community-Based Interventions o Community relations are a major focus of police officers who work with juveniles. o Juvenile police officers must develop good relations with the parents of youthful offenders as well as with the offenders themselves. b. School-Based Interventions o Community pre-delinquent programs have included courses in high school, junior high school, and elementary school settings. c. Gang-Based Interventions o Police generally have three types of intervention units to work with gangs:  A youth service program is formed to deal with a specific gang problem and is not a permanent unit within the department  The gang detail, in which the officers are generally pulled from detective units or juvenile units  The gang unit, a permanent unit in which the officers see themselves as specialists d. Gun-Based Intervention o Effective gun-based interventions use problem-oriented policing techniques to reduce juvenile gun violence.  Operation Ceasefire in Boston during the 1990s developed a comprehensive strategy to reduce gun violence.  It used a “pulling levers” approach that utilized the police, prosecutors, probation, and community agencies to fight gun crime.  The Ceasefire intervention was found to be successful. There was a 63 percent reduction in youth homicides following the intervention.

Formalizing Police Referral Programs • The police continue to support prevention and referrals to community agencies.

• Today federal, state, and local police departments are beginning to address childhood development and delinquency. o

LIST OF CHANGES/TRANSITION GUIDE • •

New Section in Police/Public Contact New Section in Gun-Based Interventions

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ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1. Group Work: Many members of the class have experienced contact with police officers traffic tickets, alcohol or drug queries, or other “events”) or know close friends who have.

Discuss the nature of those contacts, the attitudes and behaviors of the police, and whether you (usually the women in class) “got off” because you cried. What were the attitudes and feelings after that contact and how do you evaluate those experiences? After small group discussions, “report out” to the class to determine what patterns existed in the observations.

2.

Group Work: Discuss each of the factors that influence police discretion. Which of those factors are legitimate factors that police should take into consideration and which are not?

Should any special circumstances be taken into consideration when examining these factors?

All groups should report out to the class as a whole for further discussion.

3.

Writing to Learn Exercise: Everyone should write for about twenty minutes on the following topics: The nature of police–juvenile relations in the community; and the different ways police can formally or informally process youths upon contact.

4.

Writing to Learn Exercise: All class members are to write two to three paragraphs on the search and seizure requirements of the police. Critique and revise.

5.

Class Debate: Split the class into two groups. Charge one group to develop the topic, “Resolved: the police function with juveniles should be limited to order, societal protection, and control of juveniles through legal processing.” Charge the other group with the topic, “Resolved: the police should focus on prevention and the referral of juveniles to appropriate community agencies.” Give each group sufficient time to develop its arguments and have the groups debate the two topics in class. After one debate, have the groups switch arguments.

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

What could be done to improve police acceptance in the lowest income communities?

A: Positive contacts tend to neutralize the effect of negative contacts.

2.

Should the police be more responsible for intervening in the lives of infants and children?

A: Answers will vary

3.

What are the most important legal rights of juveniles?

A: Search and Seizure: Juveniles, like adults, are protected from unauthorized search and seizure.

Interrogation Practices: Police must adhere to standards of fairness and due process in obtaining confessions.

Fingerprinting: Police handle the fingerprinting of juveniles in a wide variety of ways; however, there is more consistency in how they destroy the records after their purpose has been served.

Pretrial Identification Practices: The photographing and placing of juveniles in lineups are controversial but are more frequently taking place today than in the past.

4.

How would you evaluate the police’s attempts to prevent and deter delinquency?

A: Answers will vary

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CHAPTER 7 The Juvenile Court CHAPTER OVERVIEW The purpose of the court, as expressed in the Commonwealth v. Fisher decision in 1905, “is not for the punishment of offenders but for the salvation of children, whose salvation may become the duty of the state.” It is this type of statement that resulted in the juvenile court receiving fanatical support from its followers. Ever since the turn of the twentieth century, supporters have argued that the informal setting of the juvenile court, coupled with the fatherly demeanor of the juvenile judge, enables children to be treated, rather than punished, for their problems. The state, the argument goes, rescues these youths from a life of trouble on the streets, rehabilitates them, protects them from placement with adult criminals in correctional facilities, and saves them from a life of crime. According to Judge Leonard P. Edwards, what is implicit in this position is that “children are different from adults, that they have developmental needs which they cannot satisfy without assistance, and that care and supervision are critical to their upbringing.” He then argues, “If children were no different from adults, the juvenile court would be unnecessary.”

Critics of the juvenile court sharply challenge these idealistic claims. They argue that some cases are far beyond this permissive and rehabilitative approach of the juvenile court, such as the murder cited in the opening quote. Critics also argue that the juvenile court has not succeeded in rehabilitating juvenile offenders, in reducing or even stemming the rise of youth crime, or in bringing justice and compassion to youthful offenders. The juvenile court, they argue, acts in an arbitrary and whimsical fashion. It selects whom it “saves” on the basis of their sex and race, not on the basis of justice. The court harms children by processing them through its system, offering them inadequate programs, and labeling them as they return to the community. Thomas F. Geraghty and Steven A. Drizin, in the introduction to a symposium on the future of the juvenile court, suggest that the future of the juvenile court “is less secure than at any point in its history.” They state that part of the problem relates to the perceived seriousness of juvenile crime, and part of the problem is found in a “get-tough” attitude that is affecting the handling of juvenile as well as adult crime.

This chapter describes the changing legal norms of the juvenile court, the social control of status offenders, what the juvenile court looks like today, the pretrial procedures of its proceedings, other stages of juvenile court proceedings, the rights to juveniles on appeal, and the juvenile sentencing structure.

CHAPTER OBJECTIVES LO#1: Summarize the development and legal norms of the juvenile court LO#2: Describe the social control of the status offender LO#3: Explain the structure and key players of the juvenile court LO#4: Describe pretrial procedures and decisions of the intake officer LO#5: Describe the other stages of the juvenile court LO#6: Explain plea bargaining LO#7: Describe the various sentencing alternatives for juveniles

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LECTURE OUTLINE How Have Legal Norms Changed?

• A number of cases resulted in the development of the juvenile court, ensuring that juveniles would have more constitutional rights accorded to them at the time of judicial proceedings: a. Kent v. United States: At the time of transfer, juveniles are accorded an evidential hearing. b. In re Gault: This is a U.S. Supreme Court case that brought the process and constitutional procedures into juvenile courts. c. In re Winship: Juveniles are entitled to proof beyond a reasonable doubt during the adjudication proceedings. d. McKeiver v. Pennsylvania: Juveniles are not guaranteed the right to a jury trial. e. Breed v. Jones: A juvenile court cannot adjudicate a case and then transfer it over to the criminal court for adult processing on the same offense.

How Is the Status Offender Controlled?

• There are two major decisions in terms of status offenders: o Whether to deinstitutionalize them o Whether the juvenile court should retain jurisdiction of status offenders—nearly all states have agreed that they should. a. Deinstitutionalization of Status Offenders o As a condition for states to continue receiving federal funding for juvenile justice programs, the JJDP Act required that status offenders be kept separate from delinquent offenders in secure detention and institutionalization. b. Jurisdiction over Status Offenders o Nearly all states have agreed that the juvenile court should retain jurisdiction of status offenders. o Juvenile court judges challenge the movement to strip the court of jurisdiction over status offenders. They claim that status offenders will have no one to provide for them or to protect them. c. Crossover Youth o Juveniles in the child welfare system often cross into the juvenile justice system and therefore are sometimes called “crossover youth.” o Crossover youth often move back and forth between a child welfare system in which they are looked on as victims, and a juvenile justice system that sees them as offenders.

What Does the Juvenile Court Look Like Today?

• The structure of the juvenile court varies from jurisdiction to jurisdiction.

• Courtroom Team: The key players of the juvenile court are the judge, the referee, the defense attorney, the prosecutor, the probation officer, and nonjudicial support personnel.

What Are the Pretrial Procedures of the Juvenile Court?

• The jurisdiction of the juvenile court, despite variations among and even within states, generally includes delinquency, neglect, and dependency cases.

• The pretrial procedures consist of the detention hearing, the intake process, and the transfer procedure.

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a. Detention Hearing o The detention hearing must be held within a short period of time after arrest. o Detention is then used as a sanction, in which juveniles serve their “sentence” in detention and are released afterwards. o Bail is not a form of punishment. Rather, its purpose is to ensure that the defendant will show up at their adjudicatory hearing. b. Intake Process o The intake process has several purposes:  Screens cases to determine whether children need the help of the juvenile court  Controls the use of detention  Reduces the courts’ overwhelming caseloads  Keeps inappropriate cases (e.g., minor cases) out of the juvenile court  Directs children to appropriate community agencies o An intake officer reviews all cases brought before the juvenile court. o Case dismissal may happen at this stage for various reasons; youth sent home with parents. o The juvenile judge may decide to grant the youth an informal adjustment, informal probation, consent decree, or the youth may be required to appear in court for an adjudicatory hearing.

• MOVIE NOTE: When They See Us (2019) is a four-episode miniseries about the infamous case of the Central Park Five, in which five Black boys aged 14 to 16 were coerced into confessing to raping a jogger.

What Are Other Stages of Juvenile Court Proceedings? a. Adjudicatory Hearing o The adjudicatory hearing for juveniles is equivalent to the trial in adult court. o It is the point at which the judge reviews the charges as described in the petition, hears testimony from the parties involved, and decides whether the youth committed the offense. o All juveniles now have the right to a hearing. b. Disposition Hearing o Disposition hearings, which are equivalent to sentencing hearings in adult courts, are of two basic types:  The first type occurs at the same time as the adjudicatory hearing. The judge decides what disposition would be most effective for the youth.  The second type of disposition hearing occurs following the adjudicatory hearing. o Predisposition reports are essential to defendants, defense attorneys, prosecutors, probation departments, and judges. c. Judicial Alternatives o Dismissal o Restitution o Outpatient psychiatric therapy o Probation o Foster home placement 34 Copyright © 2024 Pearson Education, Inc.

o Day treatment programs o Community-based residential programs o Institutionalization in a mental hospital o Institutionalization in a county or city institution o Institutionalization in a state or private training school o Institutionalization in an adult facility or youthful offender facility What Right Does the Juvenile Have to Appeal?

• Plea Bargaining: o A plea bargain is a deal made between the prosecutor and the defense attorney. o The defense attorney, after consultation with their client, agrees that the client will admit to committing a lesser offense if the prosecutor will drop the more serious charge.

What Is the Juvenile Sentencing Structure?

• Determinate sentencing is a new form of sentencing in juvenile justice and in some jurisdictions is replacing the traditional form of indeterminate sentencing.

• Increasing numbers of juvenile courts are using a “blended” form of sentencing.

• The proposed guidelines represented radical philosophical changes and still are used by proponents to attempt to standardize the handling of juvenile lawbreakers. a. Social Policy in Juvenile Justice: Toward Excellence in the Juvenile Delinquency Court o The National Council of Juvenile and Family Court Judges has identified the functions of the court and its judges. o They made recommendations in 2005 to promote the best practices of the juvenile court and its personnel across the country.

LIST OF CHANGES/TRANSITION GUIDE •

No significant changes to this chapter

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Writing to Learn Exercise: Write two or three paragraphs on the nature of adjudicatory hearings today, including the reasons for the way hearings are set up and the nature of predisposition reports. Critique and revise.

2.

Group Work: Drawing on your personal experience as a youth, “think through” the characteristics of different types of juveniles who might come into the juvenile court. Then, discuss the judicial alternatives group members would recommend to judges for the juveniles who have engaged in different types of misbehavior.

3.

Writing to Learn Exercise: Write two paragraphs, one on “Geraghty believes that adult courts are not appropriate places to try juveniles” and another on “how Geraghty believes the juvenile court could guarantee justice for juveniles.” Critique and revise.

4.

Group Work: Spell out in detail the assumptions and procedures of the original juvenile court. Then, each group must go through the cases highlighted in the chapter to develop the due process requirements asked for in the various court decisions.

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5.

Writing to Learn Exercise: Either after completing Exercise 4 or in place of it, have each student identify the court cases most relevant to the juvenile court and write up the due process requirements for juveniles involved in each type of circumstance.

6.

Writing to Learn Exercise: Write one or two paragraphs identifying and describing the roles of different juvenile court personnel. Critique and revise.

7.

Group Work: Discuss the pretrial procedures of the juvenile court, including the general process, detention hearings, bail for juveniles, and preventive detention, and the different legal issues found in each.

8.

Group Work: Discuss the intake process and the different outcomes possible for juveniles processed through the intake process.

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

What is an adjudicatory hearing and what procedures does it follow?

A: The adjudicatory hearing for juveniles is equivalent to the trial in adult court. It comes after the pretrial procedures.

2.

What are the basic arguments in favor of and in opposition to the retention of the juvenile court?

A: The purpose of the court, as expressed in the Commonwealth v. Fisher decision in 1905, “is not for the punishment of offenders but for the salvation of children whose salvation may become the duty of the state.” It is this type of statement that resulted in the juvenile court receiving fanatical support from its followers. Ever since the turn of the twentieth century, supporters have argued that the informal setting of the juvenile court, coupled with the fatherly demeanor of the juvenile judge, enables children to be treated, rather than punished, for their problems. The state, the argument goes, rescues these youths from a life of trouble on the streets, rehabilitates them, protects them from placement with adult criminals in correctional facilities, and saves them from a life of crime. According to Judge Leonard P. Edwards, what is implicit in this position is that “children are different from adults, that they have developmental needs which they cannot satisfy without assistance, and that care and supervision are critical to their upbringing.” He then argues, “if children were no different from adults, the juvenile court would be unnecessary.”

Critics of the juvenile court sharply challenge these idealistic claims. They argue that some cases are far beyond this permissive and rehabilitative approach of the juvenile court, such as the murder cited in the opening quote. Critics also argue that the juvenile court has not succeeded in rehabilitating juvenile offenders, in reducing or even stemming the rise of youth crime, or in bringing justice and compassion to youthful offenders. The juvenile court, they argue, acts in an arbitrary and whimsical fashion. It selects whom it “saves” on the basis of their sex and race, not on the basis of justice. The court harms children by processing them through its system, offering them inadequate programs, and labeling them as they return to the community. Thomas F. Geraghty and Steven A. Drizin, in the introduction to a symposium on the future of the juvenile court, suggest that the future of the juvenile court “is less secure than at any point in its history.” They state that part of the problem relates to the perceived seriousness of juvenile crime, and part of the problem is found in a “get-tough” attitude that is affecting the handling of juvenile as well as adult crime.

3.

How did the juvenile court get to where it is today?

A: In the past, constitutionalists have argued that the juvenile court was unconstitutional because under its auspices the principles of a fair trial and individual rights were denied.

This group primarily was concerned that children appearing before the juvenile court were 36 Copyright © 2024 Pearson Education, Inc.

denied their procedural rights as well as the rights to shelter, protection, and guardianship.

The constitutionalists proposed that the procedures of the juvenile court be modified in three ways: (1) by the adoption of separate procedures for dealing with dependent and neglected children and those who are accused of criminal behavior; (2) by the use of informal adjustments to avoid official court actions as frequently as possible; and (3) by the provision of rigorous procedural safeguards and rights for children appearing before the court at the adjudicatory stage. A series of decisions by the U.S. Supreme Court in the 1960s and early 1970s rapidly accelerated the influence of the constitutionalists on the juvenile court. The five most important cases were Kent v. United States (1966), In re Gault (1967), In re Winship (1970), McKeiver v. Pennsylvania (1971), and Breed v. Jones (1975).

4.

What is preventive detention? What is your evaluation of this movement in juvenile justice?

A: This happens when the intake personnel decide that the youth needs to be detained either for the youth’s own protection or for the protection of society. Preventive detention raises several controversial questions. First, laws are not supposed to be enforced against people unless some sort of overt act has occurred that violates the juvenile or criminal code. To put a youth in preventive detention under the assumption that they might commit an offense runs counter to the intent and, supposedly, the practice of the law. Second, preventive detention is experienced by the detainee as punitive confinement, regardless of the stated purpose of the practice. Finally, the propriety of incarceration before the determination of guilt and the procedural safeguards that must accompany such a practice are major issues to be considered.

5.

Do you think the juvenile court should be changed? Why? How? A: Answers will vary

6.

Which of the methods for appointing judges is the best? Why? A: Answers will vary

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CHAPTER 8 Juveniles in Adult Court CHAPTER OVERVIEW The mission of the juvenile court, as previously discussed, is debated hotly today. Proponents contend that its original mission was to deal with all juvenile crime, from minor misbehaviors to assault, robbery, and murder. The rise in violent youth crime during the past decades, however, has increased the public’s fear of juvenile crime.

In addition, the emergence of a “hard line” since the late 1970s has increased the willingness of others to question the juvenile court’s original mission. The result of this get-tough policy is that numerous proposals are being made that increase the chances that juvenile lawbreakers, even very young ones, will be punished with the same severity, as are their adult counterparts.

This chapter examines some of the issues involved in ensuring justice for both juveniles and society. Beginning with the issue of immaturity and responsibility, this chapter considers the transfer to adult court, the 2005 Roper v. Simmons case that led to the abolishment of the juvenile death penalty, the sentence of a juvenile to a youthful offender system or to an adult prison, and a proposed adult court for juveniles.

CHAPTER OBJECTIVES LO#1: Explain the differences in maturity between juveniles and adults LO#2: Explain how transfers to adult court take place as well as the different types of waivers LO#3: How does the youthful offender system work?

LO#4: Summarize the debate about juveniles receiving a sentence of life without parole LO#5: Discuss the death penalty for juveniles LECTURE OUTLINE Children or Adults?

• Defining when childhood ends and adulthood begins is problematic; no objective tests are available to help society draw the line.

• The result is much confusion from state to state over the ways in which youths and adults are defined.

• The basic issue is one of deciding the elusive concept of responsibility and of defining the relationship between age and mental and emotional maturity.

• “Maturity” is a psychological term that is used to indicate when a person responds to the circumstances and environment in an appropriate manner.

How Does Transfer to Adult Court Take Place? a. Judicial Waiver o Judicial waiver is the most widely used transfer mechanism. o It involves the actual decision-making process that begins when the juvenile is brought to intake. o The mechanisms that are used vary by state.

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b. Prosecutorial Discretion o Prosecutorial discretion occurs in states with concurrent jurisdiction statutes. o These laws give prosecutors the authority to decide whether to try juveniles in either juvenile or adult court. c. Statutorial Exclusion o Some states have a statutorial exclusion of certain offenses from juvenile court, thereby automatically transferring youths with those offenses to adult court. d. Reverse Waiver and Blended Sentencing o In reverse waiver, some state laws permit youths who are over the maximum age of jurisdiction to be sent back to the juvenile court. o This can happen if the adult court believes the case is more appropriate for juvenile court jurisdiction. o Defense counsel and prosecutors make their case for their desired action. o A blended sentence is a sentence imposed by a juvenile court that blends a juvenile disposition and an adult sentence for certain serious offenders. o Some states permit juvenile court judges at the disposition hearing in the delinquency court to impose both an adult and a juvenile sentence concurrently. e. Changing Criteria for Waiver o In the past, youths were waived to adult court without hearings, without sufficient factfinding on the part of the court, without reasons being given for the waiver, and without the youth having the benefit of an attorney. o Critics argue that the decision to waive juveniles to adult court was a serious matter and that youths should be entitled to due process rights. o Two key cases were Kent v. United States and Breed v. Jones. f. What Happens in the Transfer or Waiver Hearing? o Once a prosecutor has decided that a juvenile is beyond the help of the juvenile court, he/she files a motion to send the youth to adult court. o This motion requires a probable-cause hearing by a juvenile judge. o These hearings are required for both a mandatory judicial waiver and a discretionary judicial waiver. g. Waiver to Criminal Court o Once the waiver decision is made, the juvenile’s case is transferred to the adult court prosecutor. o The legal process starts all over again with the same people present, with the result that some juveniles are put on informal or formal probation and others are tried in adult court. o The case now usually is tried in front of a jury, and the youth has the potential of receiving the same sentence as an adult. h. Evaluation of Waiver o Although waivers are still relatively infrequent and have recently increased slightly in number, they are an important issue in juvenile justice. o Juveniles waived to adult court are not always the most serious and violent offenders. o Even when waiver does occur, some evidence exists that waiver may have the effect not of deterring crime by juveniles, but of increasing it.

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•

MOVIE NOTE: 13 Going on Life: Should Juveniles Be Tried as Adults? is a notable, relevant TED Talk by Michele Deitch.

How Does a Youthful Offender System Work?

• Juveniles sentenced in adult courts are subject to the same range of dispositions as are adults.

• Given the dangers of placing juveniles who are waived to adult court and found guilty in adult correctional institutions, youthful offender systems have been developed to deal with youthful offenders who need placement in an institution.

• In a youthful offender system, programs emphasize work readiness, job training, and work experience. They also attempt to establish close ties to the community to which the youth would return.

• The current get-tough mood of society does not seem to be one in which the development of youthful offender systems will be viewed as an attractive option to policy makers in many states.

MOVIE NOTE: Prison Kids: A Crime Against America’s Children (2015) offers an indepth look at the country’s broken juvenile justice systems. It examines how the United States incarcerates children at a higher rate than any other developed country and travels across the country to look at the stories if kids who grew up behind bars.

What Is Life Like for a Juvenile Sent to Prison?

• In 2009, state prisons held more than 2,700 juveniles. About 46 percent of these inmates were held in prisons in southern states.

• Forty-two states presently allow life without parole for minors.

• There are currently 2,390 people in this nation who are serving life sentences (LWOP) for crimes they committed before they turned 18. There are 73 juveniles who have committed crimes when they were 13 or 14 and were given this sentence.

• Nationally, 59 percent of the juveniles serving life without parole sentences had no prior criminal convictions before being placed in prison for life.

• In 2010, the U.S. Supreme Court ruled, by a 5-to-4 vote, that juveniles may not be sentenced to a life in prison without parole for any crime short of homicide.

• In 2012, Jackson v. Hobbes and Miller v. Alabama, the Supreme Court ruled on the constitutionality of life without parole for juveniles.

• In some states, judges opt for the life without parole sentence to incarcerate juveniles for the rest of their natural lives.

• MOVIE NOTE: Stickup Kid, a Frontline digital exclusive, tells the story of Alonza Thomas—sent to adult prison in California at age 16—and how spending over a decade behind bars affected him. Should teens who commit serious crimes be sentenced as adults?

What happens when we lock up juvenile offenders in adult prisons?

The Juvenile Death Penalty: Three Decades of Change • The constitutionality of the death penalty was decided in Gregg v. Georgia in 1976. The U.S. Supreme Court ruled that the death penalty did not violate the Eighth Amendment’s prohibition against cruel and unusual punishment.

• Historically, few juveniles were ever executed for their crimes. Georgia leads all states with forty-one juvenile executions.

• Up to the Roper v. Simmons decision, which outlawed the death penalty for juveniles for crimes committed under the age of eighteen, the most serious consequence for juveniles was the possibility of being sentenced to the death penalty.

•

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LIST OF CHANGES/TRANSITION GUIDE • •

New section on juvenile waivers across the fifty states New discussion of blended sentencing

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Group Work: Discuss the different types of waivers found throughout the states and how those waivers work.

2.

Writing to Learn Exercise: As an alternative to Exercise 1, have all students identify and describe each of the different types of waivers and then critique each others’ answers for style and substance.

3.

Group Work: Discuss the stages, issues, and court decisions involved in the evolution of the juvenile death penalty.

4.

Class Debate: Divide the class into two groups, one of which is to argue, “Resolved: Juveniles receive sufficient due process, and more juveniles should be sent to communitybased corrections for rehabilitation and treatment.” The other is to argue “Resolved: Juveniles should be treated as adults, sanctions against them strengthened, and more youths should be sent to the adult court for prosecution and punishment.”

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

At what point are children considered adults by society today? When do different state and local organizations in the United States consider you an adult?

A: In terms of wrongdoing, the elusive concept of responsibility has its roots in the notions that individuals know right from wrong, have developed a social conscience, feel guilty or remorseful over their actions, are mentally sharp enough to know the rules, do not have any disease that reduces their ability to get along in society, fully understand that their actions are harming others, and are emotionally mature.

Maturity is a psychological term that is used to indicate when a person responds to the circumstances and environment in an appropriate manner. The fact is that this response is typically learned rather than instinctive and is determined by one’s age. Maturity is involved with being aware of the correct time and place to behave and with knowing when to act appropriately, according to the situation and the culture in which a person lives.

States vary widely in the criteria they use in making the waiver decision. Some states focus on the age of the offender, and others consider both age and offense. For example, some states such as Kansas, Vermont (age ten), Georgia, Illinois, and Mississippi (age thirteen) and others transfer children at very young ages. More states transfer juveniles at fourteen than at any other age; seven states transfer juveniles at either fifteen or sixteen years of age.

2.

What are the main types of waiver to the adult court?

A: Judicial waiver, prosecutorial discretion, Statutorial exclusion, reverse waiver, and blended sentencing

3.

Why is waiver such a controversial matter in juvenile justice?

A: In the past, youths were waived to adult court without hearings, without sufficient fact finding on the part of the court, without reasons being given for the waiver, and without the youth having the benefit of an attorney. Critics fought these procedures. Their essential argument was that the decision to waive juveniles to adult court was a serious matter and 41 Copyright © 2024 Pearson Education, Inc.

that youths should be entitled to due process rights. On reviewing two cases in particular, Kent v. United States and Breed v. Jones (see Chapter 6), the U.S. Supreme Court ruled that traditional juvenile court procedures for waiver were inadequate and that juveniles were guaranteed many of the same due process rights as were adults. Since Kent and Jones, most states now require that waiver hearings be held before transferring juveniles to adult court.

Yet these hearings are not required in all states; some states permit prosecutors to make the waiver decision. In addition, states that provide for mandatory legislative waiver do not have to hold such hearings.

4.

What is your stand on the death penalty for juveniles? Do you support it or oppose it? Why? A: Answers will vary

5.

When is treatment in the juvenile system no longer desirable for a juvenile?

A: Where juvenile courts are responsible for making the waiver decision, the Supreme Court stated in Kent that they must use the following criteria: 1. The seriousness of the alleged offense to the community and whether the protection of the community requires waiver 2. Whether the alleged offense was committed in an aggressive, violent, premeditated, or willful manner 3. Whether the alleged offense was against persons or against property, greater weight being given to offenses against persons, especially if personal injury resulted 4. The prosecutorial merit of the complaint, that is, whether there is evidence on which a grand jury may be expected to return an indictment 5. The desirability of trial and disposition of the entire offense in one court when the juvenile’s associates in the alleged offense are adults who will be charged with a crime in the criminal court 6. The sophistication and maturity of the juvenile as determined by consideration of his home, environment, emotional attitude, and pattern of living 7. The record and previous history of the juvenile 8. The prospects for adequate protection of the public and the likelihood of reasonable rehabilitation of the juvenile (if he [or she] is found to have committed the alleged offense) by the use of procedures, services, and facilities currently available to the juvenile court.

6.

Should any juvenile be confined for life? If so, who and why?

A: Answers will vary

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CHAPTER 9 Community Corrections CHAPTER OVERVIEW Youth violence is a serious national concern, and probation officers, who can be called the “workhorses” of the juvenile justice system, have an important role in monitoring and controlling youth misbehavior, including violence. Juvenile probation officers have contact with juveniles from the time they come into the system until they are either released from the jurisdiction of the system or are sent to an institution. This chapter focuses on community corrections, especially probation services and residential programs. Residential services include day treatment programs and group homes. Chapter 5 previously discussed wilderness programs, primarily Outward Bound, and diversionary programs that are often not administered by criminal justice officials, and in this chapter, the focus will be on services provided by correctional officials.

Probation is a correctional service allowing an offender to remain in the community under supervision by an officer of the court. Each state has different requirements for juvenile probation, and each county frequently has different expectations. County juvenile probation has always referred to nonpunitive legal disposition for delinquent youths and has emphasized treatment without incarceration. The probation officer assists offenders in their efforts to meet the conditions of the court. The basic goal of probation—beyond giving troublesome youths a second chance—is to provide services that will help offenders stay out of trouble with the law.

Probation is the most widely used judicial disposition of the juvenile court. The use of probation has increased significantly since 1993 when around 224,500 adjudicated juveniles were placed on probation. The word probation is used in at least four ways in the juvenile justice system. It can refer to (1) a disposition of the juvenile court in lieu of institutionalization, (2) the status of an adjudicated offender, (3) a subsystem of the juvenile justice system (the term’s most common use), and (4) the activities, functions, and services that characterize this subsystem’s transactions with the juvenile court, the youthful offender, and the community. The probation process includes the intake phase of the juvenile court’s proceedings, preparation of the social investigation for the disposition stage, supervision of probationers, and obtaining or providing services for youths on probation. Probation is considered a desirable alternative to institutionalization for several reasons: First, it allows offenders to retain their liberty but provides society with some protection against continued disregard for the law. Second, it promotes the rehabilitation of offenders because they can maintain normal community contacts by living at home, attending school, and participating in community activities. Third, it avoids the negative impact of institutional confinement, and furthermore, it costs less than incarceration.

CHAPTER OBJECTIVES LO#1: Describe probation LO#2: Explain how probation is administered LO#3: Explain the functions of probation services LO#4: Summarize the roles and responsibilities of probation officers LO#5: Describe programs that engage in risk control and crime reduction LO#6: Explain how probation can be revoked and the rights of probationers LO#7: Summarize juvenile probation’s effectiveness 43 Copyright © 2024 Pearson Education, Inc.

LO#8: Describe residential programs in the community LO#9: Evaluate the effectiveness of community-based programs LECTURE OUTLINE Probation • Probation is a judicial disposition under which youthful offenders are subject to certain conditions imposed by the juvenile court and are permitted to remain in the community under the supervision of a probation officer.

How Is Probation Administered?

• Probation can be administered locally, by the state, or a combination of both. a. Locally Administered Probation Department o In those states in which probation is a local responsibility, the state is accountable only for providing financial support, setting standards, and arranging training courses. b. State- or Executive-Administered Probation Departments o Assignment of probation to the executive branch on a statewide basis allows for standard policy making, recruitment, training, and personnel management. c. Combination Approach o The best strategy for administration of juvenile probation appears to be placing it under the control of the juvenile court and funding it through local governmental agencies while, at the same time, providing revenue support or staff from the state to those local agencies that meet state standards.

What Are the Functions of Probation Services? a. Intake o At intake, the probation officer screens referrals to the court and conducts a preliminary investigation. b. Casework Management o The probation officer engages in casework management to oversee the persons on their caseload. o Probation officers’ caseloads are so large that maintaining contact with probationers is difficult. c. Supervision, Investigation, and Surveillance o Probation officers are required to provide the best possible supervision, which includes surveillance, casework services, and counseling or guidance. o Surveillance involves careful monitoring of the minor’s adjustment to the community. o The most widely used risk/needs assessment of human behavior is the Problem Severity Index, a screening tool that gives intake officers and others clues about the types of problems the offenders might have. o The formulation of the balanced approach to juvenile probation has led to the development of the restorative justice model. d. Reports to the Courts o If a juvenile court uses a bifurcated hearing, a social study report is ordered by the judge when a youth is found delinquent at the fact-finding stage of the court proceedings.

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The social study includes the probation officer’s diagnoses and treatment plan for the youth. e. Juvenile Sex Offenders o Juvenile sex offenders are defined as adolescents ranging from ages thirteen to seventeen who take part in sexual behaviors that are considered illegal according to the law. o Juvenile sex offenders are frequently placed on probation or on aftercare. o The seriousness of this behavior has resulted in policy makers and some treatment professionals arguing for lifelong placement on sexual offender registries and extended residential treatment.

How Do Probation Officers Do Their Jobs?

• Probation officers are involved at four stages of the court process: o At intake, they screen complaints by deciding to adjust the matter, refer the juvenile to an agency for service, or refer the case to the court for judicial action. o During the predisposition stage, they participate in release or detention decisions. o At the postadjudication stage, they assist the court in reaching its dispositional decision. o During postdisposition, they supervise juveniles placed on probation. a. Role Conflict o The nearly opposite roles of law enforcement and treatment create problems for the probation officer. o The police and citizens of the community are constantly challenging the treatment role of probation officers. b. Conflicting Pressures o Probation officers not only encounter role dilemmas, they also must satisfy three needs:  The juvenile justice system’s needs  Their own ego needs  The human needs of the client How About Risk Control and Crime Reduction? a. Restitution o Restitution is a disposition of the courts that requires offenders to repay their victims or the community for their crimes. It can be either financial restitution or community service restitution. o When it comes to making restitution and community service work, probation officers are key players, and in many jurisdictions it is up to a juvenile probation officer to handle some or all of a number of responsibilities. b. Intensive Supervision o One of the graduated sanctions, or intermediate punishment programs used in juvenile justice is intensive supervision programs. o Probationers who are placed on intensive probation are required to have increased contacts with their probation officers and other forms of external controls, and surveillance might also be required. o

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c. House Arrest and Electronic Monitoring o House arrest is a program of intermediate sanctions whereby youths are ordered to remain confined in their own residences during evening hours after curfew and on weekends. o Electronic monitoring equipment may be used to verify probationers’ presence in the residence in which they are required to remain. d. What Programs Are Found in Juvenile Probation? o Juvenile probation usually has a number of programs available for probationers:  Restitution programs, in which youths are assigned to a work crew to fulfill their community service sanctions  Volunteer programs, in which volunteers are trained to work with probationers  Mentoring programs, in which youths individually or in a group are assigned mentors, especially to work with them on their school assignments  Youth courts or teen courts, in which juveniles themselves are given a voice on what happens to their peers  After-school study programs for youths doing below-average school work  Drug or alcohol counseling, conducted individually or in groups  Sex offender programs for youthful sex offenders What Are the Rights of Probationers?

• The juvenile has the right to a hearing, the right to five-day notification of the probation revocation hearing, the right to be represented by an attorney, the right to confrontation, and the right to see the reports citing their violations.

• “Reasonable efforts” is the standard that most juvenile judges adhere to at the probation revocation hearing.

Is Probation Effective?

• Early evaluations indicated the effectiveness of juvenile probation, but recent evaluation data are lacking.

• There is reason to believe that restitution and intensive supervision, as well as risk reduction programs, will reflect their effectiveness.

• The new methods of crime control are currently being evaluated.

• MOVIE NOTE: Blindspotting (2018). Collin must make it through his final three days of probation for a chance at a new beginning. He and his troublemaking childhood best friend, Miles, work as movers, and when Collin witnesses a police shooting, the two men’s friendship is tested as they grapple with identity and their changed realities in the rapidly gentrifying neighborhood where they grew up.

Community/Residential Treatment Programs • Three common types of community/residential treatment programs are day treatment programs, group homes, and wilderness programs. a. How Do Day Treatment Programs Operate? o Day treatment programs have been widely used in community-based juvenile corrections. o The Associated Marine Institute (AMI) and Project New Pride continue to thrive. o The FCT plan is based on the desires and needs of the family and uses a strengthbased model of intervention.

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b. How Do Group Homes Operate? o The term group home generally refers to a single dwelling owned or rented by an organization or agency for the purpose of housing offenders. o This facility provides care for a group of about four to twelve children, and staff are viewed as house parents or counselors rather than as foster parents. c. Community Corrections Facilities for Juveniles in Ohio o In Ohio, community corrections facilities were created to keep youth in the community and avoid costly placement in state-run facilities. o These facilities provide a structured treatment environment designed to reduce recidivism. o Researchers from the University of Cincinnati found that facilities that were effective in reducing recidivism 1) targeted higher-risk youth, 2) utilized a cognitive behavioral approach, and 3) attempted to change criminogenic needs.

Social Policy and Juvenile Justice: Are Community-Based Programs Effective?

• The effectiveness of community-based programs is controversial.

• Even though it is difficult to substantiate the widespread conclusion that community- based programs lower the recidivism rate, a good case can be made for the assumption that community-based corrections programs are at least as successful as institutional confinement is, with far less trauma to youngsters and less cost to the state.

• Community-based programs continue to face several challenges, especially those posed by the reduction of federal funding and the public’s preference for getting tough on youth crime.

Yet the cost effectiveness of these programs, as opposed to the prohibitive expense of longterm institutions, should continue to lead to an increased use of alternative programs in the community.

LIST OF CHANGES/TRANSITION GUIDE • •

New section on community corrections facilities New Focus on Community-Based Programming box

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Group Work: Discuss what probation is, how it operates, and how it is organized across the nation.

2.

Writing to Learn Exercise: Write a paragraph identifying and describing the functions of probation. Critique and revise.

3.

Group Work: Discuss what to do with a youthful offender who commits a violent crime. If they are sent to an adult prison, how can this offender be protected? What services does this offender need?

4.

Writing to Learn Exercise: Write a paragraph on how the courts approach the issues of risk control and crime reduction. Critique and revise.

5.

Writing to Learn Exercise: Write a paragraph or two on the characteristics of the best behaviors of probation officers. Critique and revise.

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SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

What do you feel is the most effective way to administer probation?

A: Answers will vary

2.

Do you believe that probation and parole should be administered together?

A: Answers will vary

3.

How can probation officers establish better relations with probationers?

A: Probation officers not only encounter role dilemmas, they also must satisfy three needs: the juvenile justice system’s needs, their own ego needs, and the human needs of the client.

Before punishing a youngster who has violated the terms of their probation, the probation officer should make every effort to gain the compliance of the youth. An understanding of the negative impact of institutionalization should compel the probation officer to return a youth to the court only as an extreme last resort.

4.

Would you like to be a probation officer? Why or why not? What major problems would you face? How would you attempt to solve them?

A: Answers will vary

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CHAPTER 10 Juvenile Institutionalization CHAPTER OVERVIEW The juvenile justice system often is accused of being too lenient, yet youths who are believed to be dangerous or who show little sign of mending their ways frequently find themselves locked up behind walls. The facilities in which these youths are placed are divided into two general categories: temporary-care facilities and correctional facilities. Jails, detention centers, and shelters are temporary-care facilities; boot camps, reception and diagnostic centers, ranches/forestry camps, and training schools are long-term correctional facilities. The primary differences between these two categories of facilities are the absence of correctional programs and the shorter lengths of stay in temporary-care facilities. Temporary-care facilities frequently house juveniles of all genders in the same general location, whereas correctional facilities often separate them. Juveniles waived to the adult court can also be sentenced to adult prisons, or they can be transferred to mental health placements. This chapter focuses on the training school because of the length of time it holds youths and because of the special role it has played in juvenile justice.

CHAPTER OBJECTIVES LO#1: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities LO#2: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps LO#3: Describe the goals, programs, and operation of training schools LO#4: Summarize the rights of juveniles who are institutionalized LECTURE OUTLINE What Types of Short-Term Confinement Are Used for Juveniles?

• Juvenile offenders are placed in jails, detention centers, and shelter care facilities for shortterm confinement. a. Jails o More than 7,000 juveniles continue to be placed in the problematic settings of adult jails. o Juveniles who are transferred to adult court and are waiting criminal trials make up an increasingly large category of youths confined in jail. o The removal of juveniles from jail continues to remain a distant goal. A number of states have taken a strong stand against the jailing of juveniles. b. Detention Centers o Detention centers, also called juvenile halls, are intended to be temporary holding centers. They vary from the traditional detention centers to model facilities for youth. o Attention homes intend to give juveniles attention rather than detention. These facilities have no fences, locked doors, or other physical restraints.

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c. Shelter Care Facilities o Shelter care facilities are more open settings in which youths in trouble, often status offenders, are placed for a short period of time. o Shelter care facilities permit residents to enjoy home visits on weekends and field trips into the community during the week.

• MOVIE NOTE: They Call Us Monsters (2016) is a documentary that goes inside a Sylmar facility for holding violent juveniles and trains a camera on three incarcerated teenagers facing various murder and attempted murder convictions that could land them in prison for life. (In California, juveniles between ages fourteen and seventeen can be tried as adults.)

What Types of Long-Term Confinement Are Used for Juveniles?

• Boot camps, reception and diagnostic centers, ranches and forestry camps, and training schools are the main forms of long-term juvenile correctional institutions.

• Juveniles also may be transferred to mental health placements or sentenced to youthful offender facilities and adult prisons. a. Boot Camps o Boot camps were widely regarded in the early 1990s, and supporters often viewed them as a panacea for juvenile corrections. o The intent of these programs is to shock youthful offenders to prevent them from committing further crimes. o The programs generally are designed for offenders who have failed with lesser sanctions such as probation. o More recently, high recidivism rates, as well as charges of abuse, have persuaded some states, including Arizona, Florida, Georgia, Maryland, and South Dakota, to shut these programs down or to reevaluate them. b. Reception and Diagnostic Centers o Reception and diagnostic centers found in larger states are used to determine the best treatment plan for delinquent youth adjudicated to long-term institutional care. o Youths frequently receive more attention during this period than at any other time during their confinement. c. Ranches and Forestry Camps o Ranches and forestry camps are minimum-security institutional placements that are normally reserved for youths who have committed minor offenses. o In these camps, residents typically do conservation work in a state park, cutting grass and weeds, cleaning up, and doing general maintenance. o The Hennepin County Home School is one of the most innovative juvenile institutions in the nation. It combines features of camps and ranches. Except for a fourteen-bed security unit, it is an open facility in a beautiful wooded site.

Training Schools a. Organizational Goals and Security Levels o Disagreements on social policy for training schools range from arguing for an increase in the number of these facilities to arguing for closing all training schools. o Some believe that with proper staff–resident ratios and improved programs, these facilities can provide well for juveniles in trouble. Others assert that training schools are violent, inhumane, and damaging to all children. Some believe that these facilities should be located in the community, and still others recommend isolating them in rural areas.

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Beyond these disagreements is the reality that the number of youthful offenders confined in residential facilities increased by 27 percent between 1991 and 2006. o Organizational goals vary among training schools. The philosophy of parens patriae has encouraged administrators at training schools to claim rehabilitation as their official goal, but the overall objective for most training schools is to provide a safe, secure, and humane environment. o The Lighthouse Youth Center at Paint Creek in southern Ohio is one of the most widely hailed minimum-security institutions in the nation.

Programs o The programs in medium- and maximum-security training schools are much more adequate than those in jails or detention homes and more varied than those in camps and ranches. o Training schools usually offer basic skills classes consisting of a review of the necessary techniques for reading, writing, and arithmetic. o Some programs have laboratories and programmed instruction. Religious instruction and services are always provided in state training schools. o Volunteers are an important adjunct to institutional programs.

Social Control of Institutional Residents o Cottage parents typically remain in the cottage to prepare lunch and to take care of other cottage tasks, but youth supervisors are generally assigned duties that keep them occupied until they pick up their residents for lunch.

Differences Between Public and Private Training Schools o Private training schools were usually reserved for status offenders, while delinquent offenders were adjudicated to public training schools; but the offense backgrounds of those placed in private and public training schools are quite similar now. o Proponents of private training schools claim that they are more effective than public training schools.

Juvenile Victimization o Many studies of training schools for boys reflect an inmate society in which the strong take advantage of the weak.

What About Facilities for Females? o The social roles in training schools for girls are generally based on a family or kinship social structure.

Racial Differences in Juvenile Justice Processing o When racial/class gender disparities do occur, they take place at any stage of processing within the conviction and incarceration rates with respect to their population base. o When arrest data are restricted to specific forms of nonlethal violence, Black youth appear to be disproportionately involved in robbery, aggravated assault, and rape. o The arrest data for weapons violations indicate that Black youths are disproportionately likely to be arrested for weapon violations. o The disproportionate numbers of youths of color confined in long-term training facilities, as well as the disproportionate numbers of these youths processed through the juvenile justice system, is a serious issue.

o

b.

c.

d.

e.

f.

g.

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Do Institutionalized Youths Have Rights?

• Juveniles have three basic rights: the right to treatment, the right to refuse treatment, and the right to be free from cruel and unusual punishments. a. Right to Treatment o Several court rulings have found that a juvenile committed to a training school has a right to treatment. o What may affect future considerations of confined juveniles’ right to treatment is whether the order of the district court can withstand the assault against it. b. Right of Access from the Courts and to Refuse Treatment o Juveniles committed to training school have a constitutional right of access to the courts. o They can petition the juvenile court for relief from earlier judicial decisions. o Institutionalized juveniles also have a right to refuse treatment. c. Right to Be Free from Cruel and Unusual Punishment o Some courts have applied the Eighth Amendment (barring cruel and unusual punishment) to juvenile institutions to forbid the use of corporal punishment in any form, the use of Thorazine and other medications for the purpose of control, and the use of extended periods of solitary confinement. d. CRIPA and Juvenile Correctional Facilities o The rights of confined offenders have been examined by the federal courts and the Civil Rights of Institutionalized Persons Act (CRIPA).

LIST OF CHANGES/TRANSITION GUIDE • • •

Updated tables and figures New section on juveniles in residential placement New section on disproportionate minority contact (DMC)

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Group Work: Identify the different types of short-term care facilities, their characteristics, and their clientele.

2.

Group Work: Identify the different types of long-term care facilities, their characteristics, and their clientele.

3.

Writing to Learn Exercise: Write a paragraph on each of the following: the characteristics of short- and long-term confinement facilities, their goals, and the types of programs likely to be found in each.

4.

Group Work: Discuss the characteristics of both private and public juvenile facilities. How is the life of residents structured in these facilities?

5.

Writing to Learn Exercise: Each student is to write a paragraph on the social organization of inmates in cottages and the roles inmates play in that structure. Critique and revise.

6.

Group Work: Discuss the legal rights of youths in juvenile facilities.

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SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

How would you describe the social structure of residents in training schools?

A: Answers will vary

2.

Why are training schools damaging to some youths?

A: Many studies of training schools for boys reflect an inmate society in which the strong take advantage of the weak. Juvenile victimization is one of the most troubling aspects of juvenile institutionalization.

3.

How can training schools be improved?

A: Answers will vary

4.

What is the major shocks juveniles face upon release to the community?

A: The community at large is not adequately accommodating. Finding work and sufficient housing is often major issues.

5.

On the basis of everything you have read and heard about boot camps, would you recommend their continued use? Why or why not?

A: Answers will vary

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CHAPTER 11 Juvenile Aftercare CHAPTER OVERVIEW Release is the prime goal for a confined youth. The days, weeks, months, and sometimes years spent in confinement are occupied by thoughts and fantasies of release or even escape. For many youths, the thoughts and desires of release become all-consuming passions and govern every action of theirs. Youths who have been intractable become compliant, the weak feign strength, the ill pretend health, and the worst become the best. Every action becomes a show for the benefit of those who can expedite release—the staff, social workers, teachers, chaplains, and others.

An estimated one hundred thousand youthful offenders are released each year from secure correctional institutions, including jails, juvenile facilities, and adult prisons. Many juveniles who leave these facilities have multiple risk factors and are struggling with co-occurring mental health and alcohol and drug issues and also have difficulty succeeding in school. These problems, all too typically, are not sufficiently addressed in residential facilities. Specifically, researchers found shortcomings in substance abuse, mental health, and education programs provided to juveniles held in residential services. In addition, some juveniles may be exposed to violence and trauma that leave them even more troubled when they are released to the community.

These problems are further compounded when unprepared juveniles are sent back to surroundings that may have contributed to their delinquent acts in the first place—communities that have high rates of poverty and crime, poorly performing schools, and few community health and social services. Crossover youth are particularly vulnerable to future difficulties because they frequently come from abusive or neglectful families. To successfully rejoin their families and communities, these youths need aftercare services that can assist them in developing the skills and protective factors they need to resist further risky and unlawful behavior and, ultimately, to avoid return to custody.

Despite this need, many state and local juvenile justice and child welfare systems fail to focus on or provide aftercare or reentry programs for juvenile offenders. Much of the current work in juvenile justice is focused on the front-end issue of confinement, rather than on the back end of reentry. As a result, little is known about the effective reentry of juveniles.

This chapter explores juvenile aftercare, the final episode in the correctional endeavor.

Beginning with a definition and a discussion of the release process and considering it from the perspectives of resident, staff, and society, the chapter reviews the problems and the opportunities facing the youth on aftercare status, the aftercare officer, and society once a youth is released.

General operational problems are considered, and, finally, the issue of improving aftercare is discussed.

CHAPTER OBJECTIVES LO#1: Describe the goals of aftercare LO#2: Decide who is responsible for releasing youths from training school LO#3: Describe the assessment of those on aftercare LO#4: Describe risk control programs like intensive aftercare supervision LO#5: Describe the downsides of the current reentry process 54 Copyright © 2024 Pearson Education, Inc.

LO#6: Describe the role of the aftercare officer LO#7: Describe means by which aftercare can be improved

LECTURE OUTLINE What Is Aftercare and What Are Its Objectives?

• Aftercare, or parole, is one part of the corrections continuum, which has traditionally been the least developed segment of juvenile corrections.

• Aftercare can be defined as reiterative services that prepare out-of-home placed juveniles for reentry into the community.

Who Is Responsible for Releasing Youths from Training Schools?

• Juveniles released from training school are placed on aftercare or parole status. The bases on which they are released from these schools vary.

• In 44 states, the authority for making this decision rests with the executive branch of state government.

• Probation or parole officers make the decision in four states, and in three states other board agencies make the decision.

• In Illinois and several other states, juvenile judges have the authority to remove juveniles from training school. However, there is controversy regarding who should make this aftercare decision.

• Staff members are sometimes prejudiced or ideologically opposed to what the youth believes.

• Many believe that the decision to release residents should be made by independent agencies and boards.

Assessment of Those on Aftercare a. Forms o Actuarial assessment, like the Level of Service Inventory-Revised TM, is a quantitative survey that provides aftercare workers with the risk the person poses to recidivate as well is targets for treatment. It is been shown to predict misconduct in institutions and recidivism in the community. b. Characteristics of Those on Aftercare o Howard N. Snyder reported that nearly 100,000 juvenile offenders are released annually from juvenile facilities. These youths have spent a considerable proportion of their adolescent years in custody. Most are male, people of color, and nonviolent offenders.

About half live in single-parent families and about one-fourth have a sibling. o The majority of girls leaving a correctional facility have a history of physical or sexual abuse. o A majority of these juveniles will be returning home to an impoverished family and neighborhood.

Risk Control and Crime Reduction • The current emphasis in aftercare, as in juvenile probation, is on short-term behavior control. a. Intensive Aftercare Supervision o Intensive aftercare supervision involves heighted surveillance and control in the community. With these programs, probation officers have a lower caseload so that 55 Copyright © 2024 Pearson Education, Inc.

they can conduct more visits, require more drug testing, and generally respond more severely when conditions are not met. o In intensive aftercare supervision, three populations of juveniles can be targeted:  All parolees  Medium- to low-risk parolees  High-risk parolees o The Intensive Aftercare Program (IAP) model is a combination of social control, strain, and social learning theories. It focuses on the reintegrative process. b. Intervention Programs o Intervention strategies, such as counseling, behavioral programs, probation, restitution, employment, and academic and vocational programs, seek to prevent delinquency by changing youthful offenders’ behavior. c. Types of Juvenile Reentry Programs o Therapeutic Communities: These are separate residential programs that are usually targeted toward juvenile substance abuse. o Mentoring: Focuses on providing a trusting relationship between youth and a prosocial adult in the criminal justice system. o Case Management: Evidence-based case management follows the principles of risk, need, and responsivity (see chapter 13) and encourages the use of approaches that have been shown to be related to reduced recidivism. o Cognitive Behavioral Treatment: The focus of this type of treatment is on controlling impulses, problem solving, and the criminal thinking patterns of youth returning to society. o Reentry Courts: These are specialized, problem-solving courts that seek to use judicial oversight to help transition youth to the community. d. Examples of Effective Juvenile Reentry Programs o Project Build o Multisystemic Therapy-Family Integrated Transitions o Operation New Hope o Wayne County Second Chance Reentry Program • MOVIE NOTE: The TV Show Parole Diaries examines the best and worst aspects of being a parole officer.

What Are the Downsides of the Current Reentry Process?

•

Fragmentation and lack of coordination pervade this relatively unknown phase of the treatment of juvenile offenders.

•

The juvenile justice system gives some attention to the juvenile’s preparation for return to the community.

•

Home placements and usually school or job assignments must also be finalized in most jurisdictions before the juvenile is released.

•

It can be argued that juveniles who have been confined for only a few months in training school do not need reentry programs as much as adults do.

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a. What Is the “Continuum of Care” and How Does It Work? o A few programs across the nation attempted to provide a continuum between institutional and aftercare services. o The reality is that services in the best institutional–community aftercare models cannot begin to match those factors influencing many youths to continue with delinquent behaviors. b. Community Experience o In spite of the various institutional and parole programs, many youths get into trouble after release. o Younger parolees are more likely to fail than older parolees. o Recidivists have more difficulty adjusting to their prosocial peers than do nonrecidivists. o Most states have neither developed comprehensive guidelines for coordinating agencies that work with released youths, nor implemented a comprehensive plan for overseeing the administration of parole. o Once youths have been released from institutions, community forces often negate the effect of any positive programs in which the youths participated.

What Are the Main Responsibilities of Aftercare Officers?

• Parole or aftercare officers have much in common with probation officers. They both perform duties that are investigatory and regulatory, they both face similar role conflicts and frustrations, and they both cope with excessive caseloads. a. Supervision o Aftercare officers are sometimes viewed as law enforcement figures because they can return offenders to institutional confinement. b. Revocation of Aftercare o The revocation of aftercare is the early termination of a youth’s aftercare program, which usually takes place after one or more program violations. o Aftercare revocation for juveniles is not as clear-cut as parole revocation for adults. o The U.S. Supreme Court has not yet ruled how juvenile aftercare revocation actions should be conducted. c. What Are Interstate Compacts? o It becomes apparent to some juveniles with dysfunctional families that a home placement with a relative in another jurisdiction would probably increase the likelihood of their successful reintegration to society. If social workers and the youth agree with this, an interstate compact may be initiated. o The compact is an agreement among the states to deal with both the mobility of youths and the need to keep them under supervision.

How Can Aftercare Be Improved?

• As a number of programs have done, it is reasonable to assume that if juveniles were provided with comprehensive and integrated complements to institutional programs, their chances of failure while on aftercare would be far less.

• This continuum of care, from institution to community, is essential to improve aftercare and to contribute to the reduction of recidivism.

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•

• •

Lifeskills ‘95, one of the more promising aftercare programs, is geared to chronic, high-risk juvenile offenders and is designed to assist these offenders when released from secure confinement.

Community-based aftercare is one part of a reintegrative corrections continuum that must be preceded by parallel services in the corrections facility and must include careful preparations for the aftercare to follow.

Aftercare is frequently funded and staffed at levels far below what is required to provide truly intensive supervision and enhanced service delivery.

LIST OF CHANGES/TRANSITION GUIDE • •

New section on types of juvenile reentry programs New section on examples of effective reentry programs

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Writing to Learn Exercise: In one or two paragraphs, describe the different methods states use to release youths from training schools. What are the issues involved in the different types of aftercare release decisions? Critique and revise.

2.

Writing to Learn Exercise: Write two paragraphs describing determinate and indeterminate types of aftercare release. Critique and revise.

3.

Group Work: Describe what is meant by risk control and crime reduction in aftercare. Then describe each of the types of intensive aftercare supervision and their treatment goals as described in the chapter.

4.

Writing to Learn Exercise: Discuss the due process rights of juveniles on aftercare. Critique and revise.

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

What are the major shocks that juveniles face upon release to the community?

A: Confined juveniles often have distorted ideas of what awaits them in the community. They anticipate that long-standing problems with family member will no longer exist. As one aptly put it, “I’m more mature now; I can handle my mom.” They also believe that their school adjustment will go more smoothly than it usually does. Moreover, juveniles typically underestimate the difficulty of returning to the same community and peer relationships.

Finally, nearly all juveniles entering the job market dramatically overestimate how much they will earn and what standard of living they will be able to maintain with that income.

2.

What is the purpose of aftercare?

A: Aftercare is reiterative services that prepare out-of-home placed juveniles for reentry into the community by establishing the necessary collaborative arrangements with the community to ensure the delivery of prescribed services and supervision.

3.

What programs appear to have the most promise for juvenile aftercare?

A: Successful treatment programs appear to have a number of characteristics in common: • They target specific dynamic and criminogenic characteristics. Research indicates that dynamic criminological factors include attitudes, cognitions, behavior regarding education, peers, employment, authority, substance abuse, and interpersonal relationships.

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• They implement a plan, which is strictly adhered to, by trained personnel. Programs must have therapeutic integrity, which means that they must be delivered according to a specific plan and design.

• They require staff and offenders to make frequent contact. Frequent and quality interaction between service providers and offenders is essential for effective intervention.

• They use cognitive and behavioral treatments. A widely observed program evaluation finding is that the most effective intervention programs use structured, focused treatment based on behavioral, skill-oriented, and multimodal methods rather than less structured, less focused approaches.

• They target offenders with the highest risk of recidivism. Several programs have found that the treatment for delinquent behavior is most effective when it is provided to juveniles with the highest risk of recidivism.

4.

How might community factors interfere with a youth’s chances of success on aftercare?

A: In spite of the various institutional and parole programs, many youths get into trouble after release. The reasons for the failure of aftercare range from organizational factors to the lack of support in the community, and to the personal traits of youths themselves. The lack of support systems in the community, including the inability to get a job, the stigma associated with being a “bad” person, and the lack of mentors to guide and encourage the youths, also makes it easy to return to crime. Finally, personal factors include an appetite for drugs and alcohol; an inability to walk away from gang involvement; and conflict with parole officers, school authorities, and parents.

5.

Using the information in the chapter, draw up a set of rules that juveniles on aftercare would consider reasonable and that would contribute to reducing recidivism.

A: Answers will vary

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CHAPTER 12 Treatment Technologies CHAPTER OVERVIEW Juvenile offenders are confronted and almost overwhelmed by the various methods used to treat, save, rehabilitate, remodel, remake, or otherwise “recycle” them. Juvenile corrections, far more than adult corrections, have as their guiding premise the rehabilitation of youths before they become hardened criminals. To that end, researchers from every discipline have looked for the key that will modify the behavior of youthful offenders.

Punishment was believed to be the answer for a long period of time. But in the 1700s, the founding fathers of our country substituted a religious orientation as the proper approach to working with wayward children. By the second half of the nineteenth century, this moral and religious emphasis slowly gave way to firm discipline and rigorous work training. The study of the character and mental condition of individual lawbreakers was the accepted treatment during the first four decades of the twentieth century. Sociology began to dominate treatment efforts in the 1950s and 1960s with the use of pre-delinquency community programs, detached workers (social workers whose jobs are on the streets with juvenile gangs), group interaction, job training, and community reorganization. Indeed, during this period, a new idea sprang up nearly every day, each one heralded as the panacea for youth crime. In the 1970s, as discussed in the next section, correctional treatment was bombarded with criticism from all sides and still has not fully regained its former popularity.

Approaches to treatment range from individual to group methods. This chapter presents a general discussion of treatment in juvenile justice, describes and evaluates the treatment modalities that are most popular today, and emphasizes that many treatments have evidence supporting them.

CHAPTER OBJECTIVES LO#1: Summarize the different viewpoints concerning treatment in juvenile justice LO#2: Describe how youthful offenders are classified LO#3: Describe the treatment modalities used most frequently in juvenile justice LO#4: Identify suggestions for improving treatment in juvenile justice agencies LECTURE OUTLINE Where Is Treatment Today?

• Correctional treatment has experienced several stages since the mid-twentieth century. a. “Rehabilitation Is Not Appropriate” Stage o Under the leadership of psychiatrists, a medical model was implemented in correctional institutions throughout the nation. b. The “Nothing Works” Stage o In 1974, the late Robert Martinson pronounced that “with few and isolated exceptions, the rehabilitative efforts that have been reported so far have had no appreciable effect on recidivism.”

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c. The “Some Treatments Work” Stage Ted Palmer, a correctional researcher in California, used Martinson’s own words to reject the “nothing works” thesis: These programs seem to work best when they are new, when their subjects are amenable to treatment in the first place, and when the counselors are not only trained people, but “good people” as well. o The Principles of Effective Intervention: Risk, Need and Responsivity (RNR) • The risk principle: Whom to target. Avoid targeting low-risk cases and ensure the level of treatment is proportionate to the level of risk.

• The need principle: What to target. Target criminogenic needs, which are factors that, when changed, have been shown to be related to recidivism.

• The responsivity principle: How to target. Programs should match the learning style of the youth to the modality of the treatment. d. The “Numerous Programs and Innovations Work” Stage o There is more empirical support for the various treatment modalities today than in the past. o Several promising innovations are increasingly being used: risk/needs assessments, responsivity principle, and best-practice principle.

• MOVIE NOTE: Menace II Society (1993) is an American teen hood drama film about a young street hustler who attempts to escape the rigors and temptations of the ghetto in a quest for a better life.

How Are Youthful Offenders Classified?

• Concerns for public safety in the 1980s persuaded many probation departments to develop classification systems or to place probationers under intensive, medium, or minimum supervision.

• These actuarial instruments tell service providers the level of risk the youth poses to recidivate and identifies potential targets for treatment programs.

• Some assessment tools are more developed than others, and some are more frequently used in juvenile justice agencies than others.

• The number of these assessment tools, as well as others, testifies to the importance of needs and assessment as a means of classifying offenders in the juvenile justice system today.

What Are the Main Treatment Modalities?

• Both individual and group therapeutic methods have been used nationally in juvenile correctional facilities. a. Individual-Level Treatment Programs o The number of different individual techniques includes insight therapy, behavior therapy, and cognitive-behavior therapy. o Insight-Based Therapy: the therapist utilizes insight, persuasion, suggestion, reinsurance, and instructions so that residents can see themselves and their problems more realistically and can develop a desire to cope effectively with their fears and problems. o Behavior Therapy: uses positive and negative reinforcement to encourage desirable and extinguish undesirable behavior. Behavior modification is the principal behavior therapy technique and is still practiced informally in a great many training schools. o Cognitive-Behavior Therapy: targets the thoughts, choices, attitudes, and meaning systems that are associated with antisocial behavior as well as deviant lifestyle. o

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b. Group Programs o Most training schools maintain group counseling programs. The most popular of these programs are guided group interaction, positive peer culture, drug and alcohol abuse interventions, and intervention with juvenile sex offenders. o Guided group interaction (GGI) is probably the most widely used treatment modality. o Positive peer culture involves the same stages as in GGI, but it places more emphasis on positive behavior. o Drug and alcohol abuse interventions increasingly are being developed in community-based and institutional settings to assist those who need help with such problems.

Why Is Treatment Effectiveness So Difficult to Attain?

• To improve the quality of institutional treatment even further, three basic steps appear to be necessary: • More programs must include the ingredients of effective interventions.

• More programs must be based on better program design, ensure higher program integrity, and be evaluated by more rigorous research methods.

• Research must provide more information on what works for whom and in what context. a. Ingredients of Effective Programs o Effective programs usually are set up by an inspired individual or group of individuals. o Effective programs trust offenders with decision-making responsibilities and help them develop needed skills. b. Strategy for Improving the Effectiveness of Correctional Programs: o Improving program effectiveness requires that:  Program designs be based on theoretical premises  Programs be implemented with integrity  Programs be evaluated with rigorous research methods c. What Works for Whom and in What Context? o It is important to identify what works for which group of offenders so that youthful offenders interested in treatment can be given the interventions most compatible with their needs and interests.

• MOVIE NOTE: Adulthood (2008) Sam Peel has just served six years for killing a youth and now he is a free man. However, life isn’t any easier on the outside, because on the streets he is forced to confront the people he hurt on a daily basis, and someone is after revenge.

LIST OF CHANGES/TRANSITION GUIDE •

New section on the principles of effective intervention (RNR)

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Group Work: Discuss the stages through which the U.S. correctional system has gone in utilizing the idea of rehabilitation in correctional facilities.

2.

Writing to Learn Exercise: Write a paragraph each on reality therapy and behavioral modification, indicating how each varies from the others. Critique and revise.

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3.

Writing to Learn Exercise: Write a paragraph describing positive peer culture and its goals and processes. Then, write a second paragraph to describe the cognitive-behavior, or the thinking errors, approach and cognitive-behavior therapy interventions.

4.

Class Presentations: Groups of three or four each are to research and analyze a different therapeutic modality and then report their findings to the class during the next session.

5.

Group Work: Discuss what has to happen for treatment modalities to work.

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

Do you agree that no treatment is effective for juvenile offenders?

A: Answers will vary

2.

If you were superintendent of a training school, which treatment methods would you use?

Why? What treatment technologies would you use in a residential program for juvenile probationers?

A: Answers will vary

3.

What type of staff member would be effective in carrying out the treatment method you chose in Question 2? Why? A: Answers will vary

4.

Would you hire ex-offenders to work in your community-based or institutional facility? Why or why not?

A: Answers will vary

5.

Do you feel that the goals of PPC are realistic?

A: Answers will vary

6.

How would you treat youths who do not respond to the rules of your prescribed treatment method?

A: Answers will vary

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CHAPTER 13 Juvenile Gangs CHAPTER OVERVIEW In the chapter-opening quote, Fred “Bobby” Gore explains why the social context is important to understanding youth crime and street gangs. Gore became one of the most influential leaders of the Conservative Vice Lords gang, the largest division of the Vice Lord Nation. That was thirty years ago. Until recent years, he was the program director of the SAFER Foundation, a community integration program for ex-offenders. He retired and in the spring of 2014 he died, but he continued to be a positive force against youths becoming involved in gangs.

Beginning in 1988 and continuing through the early 1990s, an upsurge in youth gangs suddenly occurred throughout the United States. Some of these youth gangs used the names of the national urban gangs, such as the Bloods and Crips from Los Angeles or the Gangster Disciples, Vice Lords, or Latin Kings from Chicago. Other gangs made up their own names, based on neighborhoods or images they wanted to depict to other peers and the community. By the mid1990s, nearly every city, many suburban areas, and even some rural areas across the United States experienced the reality of youths who have banded together to form a youth gang.

The good news is that from 1996 to 2003, the estimated numbers of youth gangs and youth gang members in the United States decreased, as did the number of jurisdictions reporting gang problems. Then, however, the numbers steadily increased to 28,100 gangs with 731,000 gang members by 2009. More than one-third of the jurisdictions in the National Youth Gang Survey experienced gang problems in 2001, which is the highest annual estimate since before 2000.

Overall, an estimated 3,500 jurisdictions served by city (population of 2,500 or more) and county law enforcement agencies were experiencing gang problems in 2009.

The continuing bad news is that too many juveniles, especially at-risk youths, are involved in gangs; that gang involvement is likely to lead to further involvement in delinquency and drug use; that gang involvement increases the likelihood of the carrying and use of weapons; and that gang involvement increases the probability of going on to adult crime and of spending time in prison.

CHAPTER OBJECTIVES LO#1: Define gangs LO#2: Outline the development of gangs in the United States LO#3: Describe the behaviors and activities of gangs LO#4: Identify the primary types of gangs LO#5: Identify the seven stages of emergent gang development LO#6: Summarize the efforts to prevent and control gangs

LECTURE OUTLINE Definition of Gangs • The U.S. Department of Justice defines a gang as an association of three or more members whose members collectively identify themselves by adopting a group mentality and whose association is in part to engage in criminal activity.

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How Have Gangs Evolved in the United States?

• Gangs and Play Activity: The 1920s Through the 1940s o Gangs started out in the 1920s as transitory groups. o Frederick Thrasher viewed gangs as a normal part of growing up in ethnic neighborhoods. He found they bonded together without any particular purpose or goal.

• West Side Story Era: The 1950s a. In the 1950s, gangs in urban areas in the east became groups of youth fighting each other and protecting “turf.” b. The gangs of the 1950s attracted considerable attention among researchers and policy makers.

• Development of the Modern Gang: The 1960s o The 1960s are known as a decade of rapidly changing social and political climates. o The development of supergangs in Chicago and Los Angeles, the involvement of gangs in social betterment programs, and their participation in political activism were the most significant changes in youth gangs during the 1960s.

• Expansion, Violence, and Criminal Operations: The 1970s, 1980s, and 1990s o The 1970s, 1980s, and 1990s were the decades when urban gangs were taken over by adults, accompanied by drug trafficking and violence o The mid-1980s were a turning point for many ghetto-based gangs, for crack cocaine had hit the streets.

• The Present o The number of gangs, as well as membership in these gangs, began to decline in the mid1990s. o An exception to this decline was the recent growth of ethnic gangs, such as MS-13.

• Nature and Extent of Gang Activity o The Highlights of the 2012 National Youth Gang Survey estimated that the United States has 30,700 gangs and 850,000 gang members. c. Profiles of Gang Members o Gang profiles have at least three important dimensions: age of gang members, size of the gang, and attraction of the gang. o The smaller the community, the more likely it is that its gang members will be juveniles.

• Theories of Gang Formation o The classical theories about the origins of youth gangs and gang delinquency date from research done in 1950s. o Theorists include Herbert A. Bloch and Arthur Niederhoffer, Richard Cloward and Lloyd Ohlin, Albert K. Cohen, Walter B. Miller, and Lewis Yablonsky.

What Is Important to Know about Urban Street Gangs? a. Types of Urban Gangs o Scavenger gangs lack goals, purpose, and consistent leadership and prey on those unable to defend themselves. o Territorial gangs define an area as belonging exclusively to them and attempt to defend this space from outsiders. They become the controllers of the streets and defend their territory to protect their narcotics business.

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Organized or corporate gangs, which Taylor views as organized crime groups, have as their main purpose the participation in illegal money-making ventures, especially the trafficking of crack cocaine. b. Organizational Features of Urban Gangs o Jankowski observed three varieties of gang leadership: the vertical/hierarchical structure, the horizontal/commission structure and the influential structure. o Gang migration can occur in the establishment of satellite gangs in another location, in the relocation of gang members with their families, and in the expansion of drug markets. c. Drug Trafficking and Gangs o The Crips and Bloods of Los Angeles have been the most active in drug trafficking nationwide. d. Law-Violating Behaviors and Gang Activities o Beginning in the mid-1980s, some of the popular street gangs appeared to become criminal entrepreneurs in supplying illicit drugs.

The Gang Delinquent a. The Juvenile as a Member of an Emerging Gang o Beginning in the late 1980s and early 1990s, juveniles in small communities across the nation became involved in gang-like organizations. o Whatever their origins, there is similarity in their life course. They come to the attention of the juvenile justice system and are labeled as gang members, commit a crime, and are sent to the state’s training school where they spend a few months. It is not long after their release that they are returned for another institutional stint. Some youths leave gang involvement, but many go on to the adult system. b. The Juvenile Female o In a few urban communities, girls join older women in a female gang. o The girls in an emerging gang generally go along with the boys, performing whatever tasks they are delegated to do. They carry weapons, drugs, and may even be involved in drug trafficking behaviors. c. The Juvenile Gang Member in Training Schools or Adult Prisons o In some training schools, especially in the southwest, gangs control the peer culture and make it very difficult for staff to generate a positive peer culture. o Whether there is one gang or several, there is an active re-recruitment policy among the nongang affiliated residents. d. Racial and Ethnic Gangs o Hispanic/Latino, Black, Asian, and White constitute the main types of racial and ethnic gangs in the United States. o Hispanic/Latino and Black gangs are generally more numerous and have more members than other racial and ethnic gangs. o Most of the ghetto-based drug-trafficking gangs that have established networks across the nation are Black. o California has various types of Asian gangs, including Chinese, Vietnamese, Filipino, Japanese, and Korean groups. o Until the closing decades of the twentieth century, most gangs were made up of White youths. Today, White adolescents make up about 10 percent of the gang population in the United States. o

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e. Gang Behavior among Female Adolescents o Female gang members are likely to be involved in property crimes and status offenses, but they commit fewer violent crimes than do their male counterparts. o Female gang members are also heavily involved in drug dealing. o Gang involvement exposes young women to risks of victimization. f. Focus on Offenders: Juvenile as a Member of a Street Gang o Studies reveal that juveniles make up a small proportion of the membership of adult gangs.

• MOVIE NOTE: Crips And Bloods: Made In America. South Los Angeles is home to two of America’s most infamous Black gangs—the Crips and the Bloods. On these streets over the past 30 years, more than 15,000 people have been murdered in an ongoing cycle of gang violence that continues unabated.

• MOVIE NOTE: In Made in America, renowned documentarian Stacy Peralta blends gripping archival footage and photos with in-depth interviews of current and former gang members, historians, and experts, documenting the emergence of the Bloods and the Crips, but also offering insight as to how this ongoing tragedy might be resolved.

What Are Emergent Street Gangs?

• The seven stages of emergent gang development are: 1. Implementation 2. Expansion and conflict 3. Organization an consolidation 4. Gang intimidation and community reaction 5. Expansion of drug markets 6. Gang takeover 7. Community deterioration.

• The Toxicity of Gang Involvement o Youths involved in emergent gangs are sounding more and more like those who are members of urban gangs. o Although joining a gang may provide status and esteem in the present, it also increases the likelihood of incarceration in juvenile and adult facilities.

• MOVIE NOTE: A Clockwork Orange (1971) is about Alex and his band of “droogs” who are part of an ultra-violent subculture in a near-future England. When they’re not hanging out at the Korova Milk Bar, they’re whizzing down country lanes in stolen cars, invading homes and indulging in all manner of debauchery.

What Can Communities Do to Prevent and Control Youth Gangs?

• Communities across the United States have had a tendency to deny that they have gangs, even when gang youths are causing serious problems.

• What Does Not Work and What Might Work Very Well? o Irving Spergel and colleagues’ 1989 survey of 45 cities with gang problems identified five strategies of intervention: 1. Community organization, including community mobilization and networking 2. Social intervention, focusing on individual behavioral and value change 3. Opportunity provision, emphasizing the improvement of basic education, training, and job opportunities for youth 67 Copyright © 2024 Pearson Education, Inc.

4. Suppression, focusing on arrest, incarceration, monitoring, and supervision of gang members 5. Organizational development and change, or the creation of special organizational units as well as procedures LIST OF CHANGES/TRANSITION GUIDE •

No significant changes to this chapter

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Class Presentation: Have class groups use the Internet to look up the different ethnic group gangs in the United States such as the Jamaican Posse and Chinese and Vietnamese gangs.

Have each group choose one of the ethnic group gangs and report to class on the gang’s itinerary, age of members, numbers, and modes of operation.

2.

Group Work: Discuss the different types of urban gangs as described by researchers. Identify the different classifications described.

3.

Writing to Learn Exercise: Write a paragraph or two describing the organizational features of urban gangs. Critique and revise.

4.

Writing to Learn Exercise: Discuss in two paragraphs the different toxic effects of gangs on the community and the school. Critique and revise.

5.

Group Work: Discuss the seven stages involved in the development of emergent street gangs.

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1. Why are adolescents likely to become involved in youth gangs?

A: Bloch and Niederhoffer’s theory was based on the idea that joining a gang is part of the experience that male adolescents need to grow up to adulthood, so the basic function of the gang is to provide a substitute for the formalized puberty rites that are found in other societies.

• Cloward and Ohlin’s theory used the notion that lower-class boys interact with and gain support from other alienated individuals and that these youngsters pursue illegitimate means to achieve the success they cannot gain through legitimate means.

• Cohen’s theory stated that gang delinquency represents the subcultural collective solution to the problems that face lower-class boys of acquiring status when they find themselves evaluated according to middle-class values and the schools.

• Miller held that there is a definite lower-class culture and that gang behavior is an expression of that culture; he saw gang leadership as based mainly on smartness and toughness and viewed the gang as very cohesive and highly conforming to delinquent norms.

• Yablonsky suggested that violent delinquent gangs arise out of certain conditions, which are found in urban slums, that encourage the development of the sociopathic personality in adolescence, and such sociopathic individuals become the core leadership of these gangs 2.

How have youth gangs changed throughout the years?

A: 1920s–1940s—Gangs were largely transitory social groups in Chicago and elsewhere, and gang membership was a type of rite of passage.

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1940s–1950s—Teenage gangs became established in Boston, New York, and Philadelphia.

Members hung out together, partied together, and gangs fought each other over “turf.”

1960s—Drugs began to influence gang activity, “supergangs” in Chicago and Los Angeles emerged, and some Chicago gangs became involved in social betterment programs.

1970s–1988—Adults assumed Leadership of gangs, street gangs became involved in more unlawful behaviors and drug trafficking, and gangs became increasingly more violent.

1989–1999—The number of youth gangs exploded across the United States.

2000–present—Gang membership and the number of gangs has begun to slightly decline, with some ethnic gangs skyrocketing in numbers. Gangs have spread worldwide.

3.

If you had the opportunity to teach a class of high school students, most of who were in youth gangs, what would you say to them?

A: Answers will vary

4.

Why is community participation the most effective means of gang prevention and control?

A: Only an integrated, multidimensional, community-oriented effort is likely to have any long-term effect in preventing and controlling gangs in the United States. This gang prevention and control model must have several components: (1) the community must take responsibility for developing and implementing this model; (2) this structural model must take seriously the hopelessness arising from the unmet needs of underclass children; (3) prevention programs, especially in the first six years of school, must receive a major emphasis; (4) those who support this model must coordinate all of the gang intervention efforts taking place in a community; and (5) sufficient financial resources must be available for implementing the model. See the Evidence-Based Practice feature.

5.

Why do you believe gang participation and membership decreased in the final years of the twentieth century?

A: Answers will vary

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CHAPTER 14 Drugs and Delinquency CHAPTER OVERVIEW Substance abuse plays a significant role in delinquency. Fortunately, drug use among adolescents has dropped dramatically since the late 1970s. The bad news is that drug use has significantly increased among high-risk youths and is becoming commonly linked to juvenile lawbreaking.

More juveniles are also selling drugs than ever before in the history of the United States.

Furthermore, the spread of AIDS within populations of intravenous drug users and their sex partners adds to the gravity of the substance abuse problem.

When young people use drugs, they usually prefer substances that are not too costly. Beer and marijuana meet this criterion better than hard drugs do. Availability and potency are also important in drug use, because the substances are generally used as a means to other ends, such as achieving excitement. For example, marijuana and alcohol are used at rock concerts, parties, dances, football games, and outings to add to the excitement that is already present in such activities or to produce excitement when it seems to be lacking. In addition to enhancing excitement, substances can promote exploring new social spheres, sexual relationships, and unfamiliar places. Users also ingest narcotic substances to escape or retreat from the external world into their private inner selves.

There is a difference between drug use and drug abuse. Drug use can be viewed as a continuum that begins with nonuse and includes experimental use, culturally endorsed use, recreational use, and compulsive use. Adolescent drug use becomes abuse only when the user becomes dysfunctional (e.g., is unable to attend or perform in school or to maintain social and family relationships; exhibits dangerous, reckless, or aggressive behavior; or endangers their health). The drug-dependent compulsive user’s life usually revolves around obtaining, maintaining, and using a supply of drugs. And as this chapter will show, drug use not only causes harm in itself but also is closely linked to delinquency.

CHAPTER OBJECTIVES LO#1: Explain why some juveniles are drawn to illicit drugs LO#2: Describe the relationship between drug use and delinquency LO#3: Describe the process that leads to the onset of drug abuse LO#4: Describe and give examples of the most effective means for controlling drug abuse

LECTURE OUTLINE The Attraction of Illegal Drugs • Drug and alcohol abuse is a problem behavior for many juveniles in the United States.

• Drug use appears to have increased considerably since the late 1970s, but today appears to be declining.

• The bad news is that high-risk children are becoming increasingly involved in substance abuse.

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•

There are three types of drug users: 1. Social or recreational users 2. Addicted users 3. Drug-trafficking juveniles o It is the latter two groups that most frequently come to the attention of the juvenile justice system.

• There is a difference between drug use and drug abuse. Drug use can be viewed as a continuum that begins with nonuse and includes experimental use, culturally endorsed use, recreational use, and compulsive use.

• Adolescent drug use becomes abuse only when the user becomes dysfunctional (e.g., is unable to attend or perform in school or to maintain social and family relationships; exhibits dangerous, reckless, or aggressive behavior; or endangers their health).

• The drug-dependent compulsive user’s life usually revolves around obtaining, maintaining, and using a supply of drugs.

• Types of Drugs o The licit and illicit drugs that are used by adolescents, in decreasing order of frequency, are alcohol, tobacco, marijuana, cocaine, methamphetamine, inhalants, sedatives, stimulants, and heroin. o The licit drugs are permitted for users age eighteen and older (for tobacco) and twentyone and older (for alcohol). o The illicit drugs are forbidden by law.

• MOVIE NOTE: Perfect High (2015) was a television movie about prescription drug use among teens that premiered on Lifetime, starring Bella Thorne. The main character, Amanda, who is played by Thorne, injures her knee. Amanda is a dancer, and she is given hydrocodone for the injury. Eventually, the movie shows other teens asking to share the hydrocodone with Amanda.

Drug Use and Delinquency • One of the important issues in the juvenile delinquency/juvenile justice field is whether drugs cause delinquency, or delinquency leads to drug use, or whether the use of other drugs precedes both delinquency and the onset of drug use. o Research has found that delinquency tends to precede the use of drugs.

• Other research proposes that what might appear to be a causal association is actually a product of shared antecedents.

• Minor delinquency tends to precede substance abuse, and then after the substance abuse, delinquency becomes more serious.

• Drug-Trafficking Juveniles o Drug-trafficking juveniles can be divided into several groups:  Those who occasionally sell small amounts of drugs, usually to support their own drug appetites, but they commit few (if any) delinquent acts  Those who sell drugs in public places frequently and may get the drugs from adult suppliers. They are more likely to be arrested by the police and to be referred to the juvenile court.

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

Those who sell drugs as part of their gang affiliation (especially in urban settings).

Unlike the first two groups, drug trafficking within this group is controlled by adults, and participants in this group often end up in training schools or adult prisons.

• MOVIE NOTE: The Basketball Diaries (1995) is based on an autobiographical novel by Jim Carroll. Despite premiering in 1995, “The Basketball Diaries” movie still has relevance today and shows viewers about the effects of heroin in high school.

Explanations for the Onset of Drug Abuse • Some adolescents never use drugs, others use drugs from time to time on an experimental or recreational basis, and still others go through a period of experimentation with substance use and become committed to continuous use. This latter group is physically and/or emotionally addicted to the continued use of drugs.

• Several theories attempt to explain substance use among adolescents: a. Cognitive-Affective Theories relate to how the perceptions about the costs and benefits of drug use contribute to adolescents’ decisions to experiment with these substances. b. Addictive Personality Theory: The typical person who is addicted has an addictionprone personality and has a deep-rooted personality disorder or emotional problems. c. Stress Relief Theory: The desire to get high—as a means to relieve stress, depression, or the boredom of everyday life—is common in adolescent culture. d. Social Learning Theory postulates that an adolescent’s involvement in substance abuse begins with observation and imitation of substance-specific behaviors, continues with social reinforcement, and cultivates in a juvenile’s expectation of positive social and physiological consequences from continued drug use. e. Social Control Theories: Emotional attachment to peers who use substances is a primary cause of substance abuse. f. Social Disorganization Theory: The bleak economic environment has resulted in those situated in these settings experiencing doubt, hopelessness, and uncertainty, and, as a result, they seek relief in drugs. g. Integrated Theories: Elliott and colleagues use strain, social control, and social learning theories to form a perspective that accounts for delinquent behavior and drug use.

Delinquency and Social Policy: Solutions to the Drug Problem • Prevention and treatment appear to be the most effective means of controlling drug abuse, and there is abundant evidence that deterrence tactics, such as the federal “war on drugs” (involving mostly strict enforcement), have been largely ineffective with both juveniles and adults. a. Prevention Programs o The 1990s saw dramatic developments in drug prevention programs. o More than 600 programs have been developed to prevent and treat drug abuse. A few have promise, but most have been ineffective. o The Center for the Study and Prevention of Violence at the University of Colorado began an initiative called Blueprints for Violence Prevention. o Effective programs need to incorporate early childhood and family interventions, school-based interventions, and comprehensive community-wide efforts. b. Treatment Interventions o Treatment for drug abusers takes place in psychiatric and hospital settings for youngsters whose parents can afford it or have the necessary insurance benefits.

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Other youths receive treatment in privately administered placements, which vary widely in the quality of program design and implementation. c. Strict Enforcement o The “war on drugs” has not been won with juveniles any more that it has with adults. o Strict enforcement has seemed to make a difference in some ways:  The destruction of overseas drug-producing crops has no doubt had some impact on the availability of drugs in the United States.  Heavy penalties associated with the sale of illicit drugs seem to have been somewhat effective in deterring both juvenile and adult offenders. d. Harm Reduction o This approach was designed to reduce the harm done to youths by drug use and by the severe penalties resulting from drug use and sales. o Programs like these are more widespread with adults than with juveniles. o A number of harm reduction strategies have been employed:  Programs in which health professionals administer drugs to people with addictions as part of a treatment and detoxification regimen  Drug treatment facilities that are available for people with addictions who desire treatment  Needle-exchange programs that are intended to slow the transmission of HIV and that provide educational resources about how HIV is contracted and spread o

LIST OF CHANGES/TRANSITION GUIDE •

New section on vaping

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Invite a medical expert to address the class regarding the short- and long-term health effects of the use of the various drugs discussed in this chapter.

2.

Invite a leader of the local MADD chapter to address the class.

3.

Invite a member of your local police department’s drug enforcement unit to address the class regarding drug-use patterns in your city and state.

4.

Have the students clip newspaper or web articles related to Ecstasy use in your city and state, and have them share the articles with the class.

5.

Invite a recovering addicted user from a local narcotics support group to address the class regarding their experiences in the post-addiction phase of their life.

6.

Invite a drug counselor to address the class regarding their experiences trying to assist drug users.

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

Describe the three types of drug users.

A: There are three types of drug users: social or recreational users, addicted users, and drug-trafficking juveniles. It is the latter two groups that most frequently come to the attention of the juvenile justice system.

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2.

Which theory of drug abuse do you think is most accurate? Describe how it explains drug abuse.

A: Answers will vary 3.

Describe the sequential pattern of drug use among adolescents.

A: Using cross-sectional research and longitudinal data, Denise B. Kandel and colleagues proposed a developmental model for drug-use involvement: • Alcohol use follows a pattern of minor delinquency and exposure to friends and parents who drink • The use of marijuana follows participation in minor delinquency and adoption of beliefs and values that are consistent with those held by peers but opposed by parents’ standards • Adolescents’ drug use proceeds to other illicit drugs if relationships with parents are poor and there is increased exposure to peers who use a variety of illegal drugs.

4.

When responding to drug abuse, how are prevention programs different from treatment interventions?

A: Prevention programs are designed to prevent violence and drug abuse and to treat youths with problem behaviors. Treatment interventions usually take place in psychiatric and hospital settings for parents who can afford it or have third-party insurance benefits.

5.

Compare and contrast strict enforcement and harm reduction strategies for reducing drug abuse.

A: Strict enforcement is a “war on drugs” approach that includes police targeting of drug dealers and the destruction of overseas drug-producing crops. With juveniles, this approach has no evidence of success, but it has had some impact in deterring drug trafficking. Harm reduction is an approach designed to reduce the harm done to youths by drug use and by the severe penalties resulting from drug use and sales. Programs like these are more widespread with adults than with juveniles.

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CHAPTER 15 Juvenile Justice in the Twenty-First Century CHAPTER OVERVIEW The long-standing mission of juvenile justice is to correct youthful offenders so that they will neither return to the juvenile justice system nor continue on into the life of an adult criminal.

Indeed, the opposite often appears to be true, for once trouble-making youths are processed through the correctional system; the chances of their returning are increased, not reduced.

Juvenile corrections often breed rather than reform offenders. And there are cases, such as the above, when officials of the juvenile justice system become involved in corruption and abuse of youths. Yet the mood of this book has not been negative, because we have repeatedly seen that the committed professional can have an exciting and fulfilling career and can make a differences in youths lives, that well-developed programs which receive adequate funding and are executed well do have positive results, and that jurisdictions committed to juvenile justice reform provide more promising programming than those not committed to reform.

This chapter discusses the victimization of juveniles, how professionalism has impacted juvenile justice, why juvenile corrections is a promising career, the various career options in juvenile corrections, why an internship makes sense to someone who wants to work in juvenile justice, and gazes into the crystal ball to see what the future of juvenile justice might look like.

CHAPTER OBJECTIVES LO#1: Explain what professionalism is and the need for it LO#2: Identify why juvenile corrections is a promising career LO#3: Articulate why an internship in juvenile justice makes sense to the student who is interested in juvenile corrections LO#4: Describe the changing face of juvenile justice LO#5: Describe what juvenile justice will look like in years to come

LECTURE OUTLINE Professionalism in Juvenile Justice • Professionalism in juvenile justice is an approach that: • Maintains the importance of integrity • Sees the importance of treating juveniles with dignity and respect • Believes it is possible to make a difference • Strives to create a workplace that is safe, healthy, and free of harassment in any form • As the number of professionals in juvenile justice increases, what takes place in agencies and institutions will reflect these principles and other principles of professionalism.

• From the treatment of youth in the community and institutions, to the acceptance of standards and accreditation, to the ever-increasing use of evidence-based corrections, professionalism has affected every aspect of juvenile justice administration and operations.

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a. Emerging Professionalism o The Federal Bureau of Prisons and a number of states began to emphasize staff training in the early 1970s. o Women have been directors of probation, superintendents of training schools, and an increasing number have been wardens of men’s prisons, even maximum-security ones. b. What Remains to Be Done? o Unquestionably, juvenile corrections have come a long way toward professionalism, but there is still a ways to go to accomplish this mission of professionalism. o Correctional organizations must develop greater clarity about their purpose. o The growing trend toward getting accreditation must continue in both communitybased and institutional facilities. o The salaries of correctional personnel in the community and institutional contexts need to be revised periodically.

Careers in Juvenile Corrections • A career in corrections is a meaningful one in which you can have a positive impact on the lives of others and make a difference in your community.

• Most states and the federal jurisdiction offer a good salary package for working in corrections.

• Those who are interested in working with juveniles can work in police departments, in the courts, in community-based corrections, and short- and long-care juvenile correctional facilities. a. Employment in police departments includes: a. Juvenile specialist b. School resource officer c. Gang detective d. D.A.R.E. or G.R.E.A.T. officer. b. Employment in in the courts includes: a. Juvenile judge b. Juvenile court referee c. Defense attorney d. Prosecutor c. Employment in community-based corrections includes: a. Probation officer b. Aftercare officer c. Drug court counselor d. Community correctional treatment specialist d. Employment in juvenile correctional institutions includes: a. Social worker b. Clinical psychologist c. Psychiatrist d. Forensic psychologist

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Internships in Juvenile Corrections a. Locating Internship Opportunities o Although internships may be advertised, they are usually not advertised the way job listings are posted. b. School-Related Internships o Most schools have relationships with agencies that provide internships. o Some programs are formally structured like actual courses for which the student receives credit. c. Credit Versus Compensation o Some interns receive college credit and some actually get paid. d. Start Early and Stay Organized o The best internships require long-range planning, sometimes at least a year or more in advance. o Keep a file of contacts, just as you should as part of your job-seeking strategy, so you have a ready networking list to use now and in the future. e. Making the Most of the Experience o If you participate in an internship long enough, some individuals will likely readily allow you to list them as a reference. o You may find a mentor, someone who will be supportive of and helpful to you throughout your job-seeking efforts, or even your career.

The Changing Face of Juvenile Justice • The changing face of juvenile justice involves an increased use of technology, an expanding use of restorative justice, greater use of evidence-based practices and principles, and an emphasis on reentry. a. Increased Use of Technology o Rather than relying on traditional methods of security and control, the correctional system is now entering a new phase of technocorrections, which involves using technology rather than personnel to monitor probation, aftercare, and institutional populations. o Today, technology-driven security is designed to maintain security both in the community and in the institutions. o Technical experts are now identifying numerous areas in both community-based and secure settings in which correctional management can be aided by information technology (IT). b. Ever-Expanding Use of Restorative Justice o The expansion of restorative justice is one of the most exciting movements in corrections today. o Restorative justice has recently been coupled with intermediate sanctions. o Restorative justice is rapidly gaining momentum within the United States. c. Greater Use of Evidence-Based Principles and Rehabilitative Approaches o Evidence-based practice principles are used increasingly in juvenile justice today. o Professionals contend that programs that follow these principles have a better chance of succeeding than those that do not.

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d. Emphasis on Reentry o The high rates of recidivism of juveniles being released from training school has been one of the stimulators for an increased emphasis on reentry. o The importance of a continuum of services for youth being released from an institution to the community has gained support, as have aftercare services for these youth.

What Will Juvenile Justice Look Like by the End of the Twenty-First Century?

• The U.S. Census Bureau estimates that the population of juveniles under the age of eighteen will increase 14 percent between 2000 and 2025.

• By 2050, it is estimated that the juvenile population will be 36 percent larger than it was in 2000.

• Many members of this increased population of juveniles will come from impoverished homes headed by single mothers.

• The current tendency to create uniformity and reduce discretion in juvenile sentencing procedures is likely to continue.

• The number of juveniles in adult prisons will probably not greatly decrease.

• The dissatisfaction with the juvenile justice system will probably continue.

• It remains unlikely that this nation will give up on the experiment with a separate system for juveniles.

• MOVIE NOTE: 13th (2016) is a documentary that depicts the historical context and moral urgency behind today’s most pressing public issues, specifically racism. It also explains the motivations behind the Black Lives Matter movement.

• MOVIE NOTE: Whose Streets (2017) is a film on the inside of the protests following the 2014 killing of 18-year-old Michael Brown and the birth of the Black Lives Matter movement.

• MOVIE NOTE: The Innocence Files (2020) is a series of nine documentary episodes on The Innocence Project, which was founded in 1992 by law professors Barry Scheck and Peter Neufeld and is devoted to overturning wrongful convictions by using DNA evidence to free innocent people who have been incarcerated. The movie tells the stories of some of the people they’ve helped free.

LIST OF CHANGES/TRANSITION GUIDE •

No significant changes have been made to this chapter

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES 1.

Writing to Learn Exercise: Write a few paragraphs identifying various technological innovations in the community and how the innovations work. Critique and revise.

2.

Group Work: Describe the new types of technology that can be used in secure institutions.

Continue discussions after referring to the chapter.

3.

Writing to Learn Exercise: Write an essay describing what restorative justice is, which sections of the criminal justice system are using it, and how. Critique and revise.

4.

Writing to Learn Exercise: Write a paragraph or two that reviews the empirical evidence as to which programs do and do not work. Critique and revise.

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5. Writing to Learn Exercise: Write two paragraphs on what the nature of the juvenile problem will look like in the year 2020 and beyond. Critique and revise.

6.

Large Group Work: Discuss what appear to be the most important aspects of professional training needed for the future. How do the authors believe that the juvenile system should be modified in the future?

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS 1.

What are the benefits of various technologies? What are their disadvantages? Which technologies do you believe are the most acceptable?

A: Rather than relying on traditional methods of security and control, the correctional system is now entering a new phase of technocorrections, which involves using technology rather than personnel to monitor probation, aftercare, and institutional populations. Today, technology-driven security is designed to maintain security both in the community and in the institutions. Examples include the use of motion detectors at the perimeters of institutions that transmit movement to a centralized command center for immediate response; infrared image detectors that use handheld devices no bigger than a flashlight; and better and stronger physical barriers that make escape nearly impossible. Technical experts are now identifying numerous areas in both community-based and secure settings in which correctional management can be aided by information technology (IT), including reception and commitment, sentence and time accounting, classification, caseload management, security, discipline, housing-bed management, medical treatment, grievances, programs, scheduling, investigations/gang management, property, trust accounting, visitation, release and discharge, and community supervision. Because IT can be applied in so many areas within community and institutional settings, administrators have begun to take advantage of the potential offered by these new technologies.

Although technocorrections holds the promise of providing greater security and control, it also brings with it a unique set of problems. The danger is that increasingly technologydriven corrections will provide a sterile and isolated environment for inmates, in which contact with staff is greatly reduced or even nonexistent. Correctional institutions, it is true, will be more secure, in both external and internal security, but they may also be less humane, and it is hard to imagine that this environment will not have an adverse effect on incarcerated people as they return to the community. Technology can also provide a false sense of security in both community-based and institutional settings. For example, knowing where someone is does not mean that it is possible to know what that person is doing.

2.

What are some strategies you could use to increase the use of evidence-based juvenile programs?

A: Answers will vary

3.

What are some methods you could use in your local communities to address the issues of hope, healing, honor, and habilitation?

A: Answers will vary

4.

What would you like the juvenile justice system to look like by 2040?

A: Answers will vary

5.

After reading this book, what types of education and training should professionals in juvenile justice receive to prepare them for jobs in the system?

A: Answers will vary

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Videos for Juvenile Justice Classes The films listed below are available at the companies identified. Other companies, foundations, and agencies also offer films. Some films may be found online. The authors have not evaluated the films for quality.

A&E Home Video New York, NY 10016 Teenagers Under the Gun (50 min) #AAE-72219 In the wake of events like the school shootings in Littleton, Colorado, America can no longer afford to ignore the wave of violence committed by children. But the extraordinary range of responses to the tragedy makes one thing clear—we don’t know how to deal with it, because we don’t really understand the problem. INVESTIGATIVE REPORTS™ goes beyond the so-called “experts” to talk to those in the crosshairs of this crisis—teens themselves. Enough with the analysts, social workers, and administrators, TEENAGERS UNDER THE GUN gives kids the chance to talk about what they are afraid to say to their parents, teachers and even their own friends. In extraordinary, revealing interviews, they expose their most painful and personal selves as they explain what’s driving teens to commit horrible acts of violence.

Bullied to Death (50 min) #AAE-72232 Bullies are a constant of childhood—in every schoolyard, every class and every neighborhood, it seems there is one kid who is bigger, stronger, or meaner and willing to put these traits to work.

But in the wake of recent incidents, sociologists, psychologists, teachers, and others are reassessing the common view that bullying is essentially harmless and unavoidable. BULLIED TO DEATH looks at the pain and loneliness caused by bullying and how children often react destructively, either by turning the rage inward or by retaliating with lethal violence against their tormenters. From the heartbreaking story of Brian Head, who buckled under the pressure of years of bullying and took his own life, to the Columbine High School massacre and Luke Woodham’s rampage in Mississippi in 1997, incidents where bullying led to disaster are examined for evidence of a larger problem in society. Interviews with bullied children and their tormentors add a personal viewpoint to this story, and we’ll visit a school with a pioneering anti-bullying program that takes aim at this pervasive form of child abuse.

Slaughter at Schools (50 min) #AAE-73564 On February 2, 1996, 14-year-old Barry Loukaitis walked into his algebra class with a highpowered rifle and opened fire. On October 1, 1997, 16-year-old Luke Woodham killed two and wounded seven at his school after stabbing his mother to death. The rash of deadly incidents in schools stands out against the backdrop of declining violent crime rates in the 1990s. THE 20th CENTURY™ examines some of the most famous of these cases with the help of experts like psychiatrist Diane Schetky, school officials, and the reporters who covered the stories. Hear the taped confession of Luke Woodham, where he explains his motivations, and see dramatic interviews with witnesses to the horror at schools nationwide. And experts debate what can be done to put an end to the SLAUGHTER AT SCHOOLS. Some are the products of abuse, others are seemingly “normal” kids who erupt in murderous rage, but the specter of danger now haunts schools across America, and this eye-opening program goes to the heart of this crisis.

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Juvies (100 min) #AAE-73300 It is a world trapped between childhood and prison, a machine of punishment that seems, at times, to abandon all pretense of rehabilitation. It is a world that few who have not experienced it can imagine. INVESTIGATIVE REPORTSTM was granted unprecedented access to Maryland’s Cheltenham Youth Facility, and what emerges is a moving portrait of the Juvenile Justice System as told through the eyes of four troubled youths: Shawn, 17, overcomes the odds and gets off the street; Daniel, 14, has a mental illness and finds himself criminalized and trapped in a system that is unwilling to help; Tameal, 17, becomes a leader among his peers, and emerges more mature and wiser; and Anthony, 16, finds redemption from a loving and devoted father. With unique candor and raw emotional drama, JUVIES draws us inside the harsh and unforgiving world of juvenile detention centers and prisons.

Parole Board: Colorado Juveniles (50 min) #AAE-74279 Only seven states offer parole for juvenile offenders. Colorado is one of them. In this episode of the groundbreaking series PAROLE BOARD, INVESTIGATIVE REPORTS™ gets an inside look at the youth parole process in the state by tracking the cases of two young men.

The first is John Bagdonas, 18, who is serving a one-year sentence in the Colorado Youth Correctional System after violating the terms of his probation for vandalizing and robbing a series of cars and trucks. The second is Paul Duran, 17, a former gang member serving one to two years for aggravated motor vehicle theft, eluding police, and burglary. Through interviews with inmates, their lawyers, youth justice advocates, and the members of the nine-member Parole Board, COLORADO JUVENILES offers a gripping look at the way the state handles the difficult problem of youth offenders and parole.

Juvenile Justice (50 min) #AAE-72022 As crime nationwide falls from the record levels of a few years ago, one particularly troubling trend continues more and more kids are committing rape, murder and assault, serious crimes that merit more severe punishment than the juvenile justice system is equipped to handle.

Go to the front lines of the growing battle against juvenile crime with this unflinching investigation. Examine the cases that have made headlines, from the murder of a foreign tourist by two Miami teenagers to the sensational British case where two pre-teen boys killed a toddler.

Get up close with the officials and lawyers who worked on these cases, and hear from experts including the author of the acclaimed Kids Who Kill what can be done to combat it. See how the legal system is changing to accommodate these new crimes, and hear the latest theories on how these cases should be handled. It is a revealing look at one of the most troubling trends injustice and society today.

Gang Violence in America (50 min) #AAE-72654 Gangs have always been around. But the romanticized versions of gang life popularized by movies like West Side Story and The Wild One have been replaced by widespread concern over increasingly violent and powerful groups like Los Angeles’ notorious Crips and Bloods. Go to the front lines of the battle to contain one of the most pervasive and troubling elements of crime in America today. Influential and organized gangs have spread beyond their traditional base in the cities across the nation, bringing with them a street culture of violence and anger. Trace the origins of gangs through the decades to see how they have evolved. Meet former members who reveal what gang life is like, and the experts who are trying to stop their spread. See what is being done to get and keep kids out of gangs, and get a crash course on gang culture, from colors and tattoos to hand signals.

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Kids Behind Bars (50 min) #AAE-74238 15-year-old Bobby Sheets received 38 years in prison for his role in a brutal double murder.

Damico Watkins, 16, was a lookout for a robbery where no one was hurt. He was sentenced to 5 to 25 years in the same prison as Sheets; one year later, he was killed by a gang of inmates.

As more and more youths commit serious crimes, the real victims may be kids like Damico, trapped by a justice system that increasingly sends kids up for “hard time” in adult prisons.

Investigate the sweeping changes in juvenile justice to see what can be done with this troubled system. Judges, police and corrections officers detail the changes that send more adolescents to “real” jails, and explore the cases where this has led to tragedy. Go behind bars to meet criminal kids, including Bobby Sheets, and hear from leading criminologists of the dangers inherent in the new system. Will kids doing “adult” time for “adult” crimes learn the error of their ways? Or will they come out harder than when they went in, if they come out at all?

American Justice: Gangbusters (50 min) #AAE-73SOO Gangs have long been a problem in America, but today they are reaching beyond their urban to affect more and more people with their disturbing brand of thoughtless violence. AMERICAN JUSTICE examines the tools, psychology, and history of law enforcement’s battle against gangs in this in-depth program. Go back to gangland Chicago to see how the most celebrated gangbuster of all time Elliot Ness brought Capone’s gang to heel. A remarkable jailhouse interview with convicted gang kingpin Darryl Whiting reveals how he and his gang took over an entire housing project for their drug operation, becoming “Boston’s worst nightmare.” And the tragic story of Michelle Jensen killed by members of an all-white chapter of the Vice Lords in Davenport, Iowa shows how widespread this problem has become. This is the ultimate examination of a growing problem that threatens to overwhelm law enforcement.

Filmakers Library 124 East 40th Street New York, NY 10016 212-808-4980 Prison For Kids (26 min) In a Phoenix, Arizona penitentiary, Sheriff Joe Arpalo has initiated an extremely controversial deterrent for juvenile delinquency, called “Smart Tents.” It involves incarcerating children who have broken the law in a real prison for two days, to show them what they could become as adults if they don’t clean up their act. The sheriffs goal is “... to show the kids how you live if you commit any crime. Not just drugs, any crime. They are going to live in a tough, tough jail system.

They don’t like it. I hope they will never forget the nights they spent in the tents, eating bologna, wearing the striped uniform, being awake at night with the dogs. They learn the lesson like that.

The parents and teachers go through their experience with them, so they’re being educated too.”

Neither the ACLU nor the Justice Department likes what Sheriff Arpalo is doing, but he feels he is accountable only to the public which elected him. One mother is sure her 13-year-old son has been affected by the experience and hopes he will straighten out because of it. She insists she will bring him back repeatedly to make sure he understands the lessons to be learned there.

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The Psychology of Criminal Behavior (25 min) #PAM3539 $229 Featuring leading criminal psychologists and criminologists, this program examines criminal behavior and traces societal views on crime. It addresses biological theories; environmental and sociological factors; and such psychological considerations as maladjustment, psychosis, and developmental trauma.

Born Bad (45 min) #GAM4018 $149 This program questions whether parenting, biology, and behavior are useful predictors of criminal behavior. It features expert analysis of genetic and medical testing of psychopaths and considers whether medicating these individuals deters them from criminal activity.

Human Aggression (24 min) #33AM3813 $259 Considering the idea that every society has glorified conflict at one time or another, this program asks whether the human species is violent by nature. It questions whether humans can ultimately work together to create peace and harmony.

Rage to Revenge: The Science of Violence (53 min) #GAM3599 $159 This program explores the processes that occur in the human body when a person becomes angry.

It features experts arguing that the causes of human aggression lie in the physiology of violent emotions.

Inside the Killer’s Mind (50 min) #GAM1827 $89 Dorothy Lewis has conducted pioneering psychiatric research into the causes of violent behavior.

This video follows Lewis as she participates in two murder trials. It features trial testimony and footage of psychiatric examinations.

Trouble in Mind (30 min each) #PAM2095 $379 This set profiles 13 common mental disorders, discussing typical behavior and symptoms. It covers such disorders as antisocial personality disorder, ADHD, bipolar disorder, depression, eating disorders, OCD, panic disorder, PTSD, and schizophrenia.

Psychopathology: Causes and Correlates (60 min) VHS: #33AL3663 DVD: #33AL3670 $169 This program introduces psychopathology, presenting historical and current theories of psychosis.

It explores genetic predispositions and discusses social, environmental, and biological factors.

The program reviews the theories of such prominent thinkers as Freud, Jung, Pavlov, and Rogers.

Personality Disorders: Causes, Assessment, and Treatment (29 min) #89AM6873 $199 Using vignettes and interviews with professionals and educators, this program explores casual factors and influences that may play a role in the development of personality disorders. It explains the criteria that sets these disorders apart and examines different approaches for assessment and identification.

Personality Disorders: Antisocial, Borderline, Historic, and Narcissistic (38 min) #33AM3669 $199 This program explores dramatic, emotional, or erratic personality disorders. It examines each disorder in depth and uses dramatic vignettes and interviews with professionals and educators to show how these disorders present challenges in home, workplace, and treatment environments.

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The Psychopath: Mad or Bad? (60 min) #43AM3982 $179 This program describes psychopathy as a type of personality disorder characterized by asocial, highly impulsive, and aggressive behavior. It explores possible causes of psychopathy, linking it with delayed maturation and discussing such factors as the lack of a role model or parental rejection.

Psychopaths: Natural Born Killers? (50 min) VHS: #33AL3439 DVD: #33AL3440 $169 Examining recent research indication neurobiological flaws are at the root of psychopathy, this program points out the pathology that links psychopathy to inactivity of the prefrontal cortex and amygdala. Robert Hare, developer of the diagnostic Psychopathy Checklist, discusses the disorder and considers how society should deal with it.

Inside the Addictive Personality (35 min) #PAL961 $119 This video examines the development of an addiction and describes the stages of change caused by addiction. It considers ways that recovering addicted users rebuild their lives.

The Wave (46 min) #PAM362 $169 When does dedication to a group cross the line from loyalty to fanaticism? This program recreates the classroom experiment in which a high school teacher formed his own Reich to demonstrate how the German people could willingly embrace Nazism. Peabody Award. Emmy Award.

Raised on Hate (50 min) #74AM3848 $89 This program looks at the case of Chevie O’Brien Kevhoe, who was raised by a white supremacist father and went on to kill the Mueller family in Arkansas in 1996. It examines the thorny ethics and legality of the case, considering whether Kevhoe’s father should be held partially accountable for the murder.

Gangs: It’s Your Life (60 min) #GAM1688 $199 This video examines the frequently tragic consequences of gang activity. It explores the peer pressure and need to belong that drive young people into gangs; portrays the fear, violence, and trauma of gang life; and outlines alternatives to gang membership.

Street Gangs Part 1: (29 min) #GAM3358 $179 Describes the different types of gangs, considering such revealing signs as clothing and hand signals.

Part 2: (28 min) #GAM3359 $179 Presents practical skills for apprehending gangs and preventing gangs from causing trouble and panic in the community.

Gangsta Girls (50 min) #GAM1376 $89 Introducing some of the tough young women who comprise the growing population of girl gangs, this video infiltrates their world of drive-by shootings, robberies, and drug trafficking. It examines the impulse among young women to join a gang.

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Tough on Crime, Tough on Our Kind (29 min) #GAM3588 This student-produced documentary focuses on the societal factors that contribute to youth crime.

Offering personal stories, it discusses such problems with the system as inadequate resources.

The program also features lawyers, community activists, and social workers.

When a Child Kills (50 min) #GAM1521 $89 When he was in sixth grade, Nathaniel Abraham became the youngest American tried as an adult for murder. This video presents the details of the case and examines the debate between those who see Abraham’s sentence as inhumane and those who believe that killers of any age must pay for their actions.

Murder on a Sunday Morning (111 min) #GAM2579 $139 On May 7, 2000, 15-year-old Brenton butler confessed to killing Mary Ann Stephens after demanding her purse. This video begins after the boy was imprisoned for more than six months and looks at evidence of police improprieties presented by the defense, including a coerced confession and unreliable witness testimony. Best Documentary Feature, 2002 Academy Awards.

The Brutal Truth: A Violence Documentary (48 min) #GAM3609 $279 This program offers insights into the pandemic violence among teenagers in the U.S. It includes testimonials from juvenile offenders, a former juvenile court judge, the president of the National Association of School Psychologists, and professionals who deal with youth violence.

The Jonesboro Schoolyard Ambush (50 min) #GAM1297 $89 This video presents the stories of Mitchell Johnson and Andrew Golden, who killed four classmates and a teacher in 1998. It features the commentary of educators, family members, law enforcement officials, and experts.

Columbine: Understanding Why (50 min) #PAM4242 $89 This program features the work of a threat assessment group lead by forensic psychiatrist Park Dietz. The group investigates the shooting spree at Columbine High School in 1999 and identifies lessons that could prevent future tragedies.

The Lessons of Littleton (45 min each) #GAL1187 $169(2 VHS tapes) Featuring William Glasser, this set explores the Columbine High School Massacre. It explains the violence as symptomatic of a larger problem and reveals that a lack of good relationships lies at the root of violent behavior.

Community Policing: Responding to School Violence This program explores the need for businesses, communities, law enforcement officers, and school administrators to work together on the growing problem of violence in schools.

Part 1: The Warning Signs (39 min) #GAL1973 $159 Teaches law enforcement officers what to look for in a child who may be ready to commit violence and details the personal, family, and social factors that can lead to violent acts.

Part 2: Response (39 min) #GAL1978 $159 Demonstrates how to intervene in a crisis and features strategies that schools have used to reduce the number of violent acts.

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Teen Violence: Methods to End Gang Violence and Youth Crime (57 min) #26AL3964 In this program, Hedrick Smith shows how the Alliance of Concerned Men stopped a youth gang war in a public housing project in Washington, D.C. Smith also looks at the Los Hermanos youth crime prevention program of the Oregon State Penitentiary, where inmates mentor young men to discourage criminal activity.

Child Abuse 1: Neglect and Sexual Abuse (30 min) #TAM4102 $299 This program defines neglect and discusses characteristics of negligent parents or guardians.

It discusses the effects of neglect on children of different ages and describes failure-to-thrive syndrome. The program delineates activities that are deemed sexually abusive, examines the characteristics of perpetrators and victims, and identifies the physical and behavioral signs of abuse.

Child Abuse 2: Psychological and Physical Abuse (26 min) #7AM4454 $299 This program defines psychological abuse and discusses its effects on children. It describes characteristics of physically abusive adults and illustrates common signs of adult-inflicted injuries. The program examines the effects of physical abuse on children’s development and identifies women experiencing postpartum depression who are at risk for harming their children.

Understanding Violence (30 min) #33AM3363 $139 This program presents a group of ethnically diverse youth who explain how violence has affected their lives. It includes expert commentary regarding the roots of violent behavior and warning signs.

School Violence: Who’s Killing Our Kids? (30 min) #33AM3650 $269 This program examines the phenomenon of school violence and asks what must be done to prevent future incidents.

Justifiable Homicide (50 min) #GAM3414 $89 This program looks at the case of Billy Crowder, who was convicted of the murder of his abusive grandfather in Georgia in 1997. It explains that although the jury sided with the defense in delivering a verdict intended to carry a nominal five-year sentence, the judge sentenced Crowder to life in prison.

Juvenile Corrections (30 min) #CPAS4470 $299 – 2006 This DVD considers how and why juvenile offenders develop differently than non-offenders, explains how corrections officers can better supervise juvenile offenders, and explores techniques for managing violent juvenile offenders. It examines programs that help juvenile offenders reintegrate into society after release.

Extreme Consequences: The Reality of Prison Life (40 min) #GAS4670 $189 – 2007 This program presents techniques designed to keep juveniles out of the penal system. It explores such life skills as making choices and understanding consequences and addresses the underlying hurt and anger that all at-risk youth experience. The program features actual inmates and offers advice to struggling youths.

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Miranda Considerations (28 min) #GAT4062 $169 – 1998 Identifying the factors that necessitate a Miranda requirement in police interrogation work, this program explains how Miranda rule violations can create the potential for civil liability. It discusses the implications of the Edwards, Mosley, and Jackson rules and considers the right to counsel.

Order in the Court (30 min) #GAT3353 $129 – 2001 Featuring legal experts, this DVD differentiates between adult and juvenile proceedings; discusses the pretrial process, the format charging by a grand jury, establishment of probable cause, indictment, pretrial release, bail, and arraignment; explores plea bargaining, direct examination, cross-examination, and rebuttal; and defines such key concepts as alibi, burden of proof, and reasonable doubt. The program also looks at sentencing, punishment, and the right to appeal.

Kids Behind Bars (25 min) #CPAT4681 $299 – 2001 In this program, judges, legal counsel, law enforcement officers, and academic experts examine the U.S. trend toward trying children as adults and discuss efforts being made to understand violent juvenile behavior. The DVD considers such issues as what happens to children who have been convicted of felonies, juvenile incarceration, and the possibility of rehabilitation.

Juvenile Correction Facilities (38 min) #CPAT4674 $159 – 2005 Offering unprecedented access to Arizona’s juvenile correction facilities, this ABC News program documents six months in the lives of inmates between the ages of 12 and 17. Featuring candid interviews with inmates, the program emphasizes the possibilities for reform, education, and self-discovery.

Going Home: Teens Reentering Society (44 min) # CPAT 5044 $189 – 2008 This program shows how teens who have reentered society after being incarcerated adjust to life outside of prison.

Films for the Humanities and Sciences PO Box 2053 Princeton, NJ 08543-2053 800-257-5126 Juvenile Correction Facilities (39 min) #BVL35351 No one yearns to experience the inside of a prison—but to understand the American criminal justice system and those who enter it at an early age, spending a couple of nights behind bars yields powerful results. This ABC News program is the product of unprecedented access to Arizona’s juvenile correction facilities, documenting six months in the lives of inmates between 12 and 17 years old. Although the settings can be violent, the young interviewees display remarkable honesty, resilience, and hope for the future, reminding viewers that even in “juvie,” opportunities for learning and self-discovery are still available.

Juvenile Justice (58 min) #BVL34426 How does America’s juvenile justice system work? In what ways has it failed? And what would it take to improve it so that it routinely operates in the best interests of offenders, their victims, and society as a whole? These are not simple questions, as this Fred Friendly Seminar points out— and they become all the more complex when moderator Charles Ogletree, of Harvard Law 87 Copyright © 2024 Pearson Education, Inc.

School, casts 13 experts as figures in a hypothetical scenario involving two families, four teens, and a sequence of violent crimes culminating in a murder. By incrementally raising the stakes, Ogletree moderates a passionate discussion that addresses different conceptions of justice, the balance between rehabilitation of a minor and the safety of the public, the need to strengthen the home environment, availability of social services, and matters of race and socioeconomic status.

Punishing Parents: Who Is Responsible for Delinquent Kids? (38 min) #BVL119O3 In the eyes of the law, how wide are the parameters of parental responsibility? And how aware are parents and teachers of what goes on when they are not around? In this program, ABC News correspondent John Stossel gathers opinions in the heated debate over accountability for a child’s delinquent actions by talking with parents, children, survivors, and the judges who are handing down rulings on where exactly to place the blame. Suits against parents for alleged criminal negligence in cases of school shootings, underage drinking and drug use, DWI-related deaths involving minors, and acts of vandalism are addressed. Indecent behavior on and off school grounds is also discussed.

Juvenile Justice: In the Child’s Best Interest (60 min) #BVLIJO98 – 2000 When victimized children turn victimizers themselves, juvenile court is likely to be their next destination. Using case studies of families in turmoil, this gripping program sheds light on the juvenile justice system. Courtroom footage reveals the intense proceedings in which judges must shape the futures of children and parents alike, while therapists, child welfare caseworkers, foster parents, and staff members from assistance organizations discuss their efforts on behalf of the children.

Hard Time: Teens in Maximum Security Prisons (24 min) #BVL1O 73 Every Wednesday another busload of new inmates arrives at the Western Youth Institution in Morganton, North Carolina, a maximum security prison for juvenile offenders. What trade-offs do the convicts have to make, just to stay alive in this hostile environment? And what will they be like if they eventually make it back into society? In this program, ABC News anchor Diane Sawyer reports on prison life through the experiences of four new teenage inmates—one only 13 years old. A follow-up two years later reveals the impact of their incarceration on their minds and bodies, best summed up by the words of one of the four: “This is not the place to be.”

Gang Terror (45 min) #BVL1O748 This program shines the light of inquiry on the dark topic of America’s gangland subculture, where belonging means power and status—and disloyalty means death. The lethal struggle between the Crips and the Bloods for a nationwide multi-million-dollar drug trade, the plight of residents living in Chicago’s gang-infested projects, the chilling experiences of female gang members out to build their reputations, and the fight between police and gangs in Hartford for the hearts and minds of inner-city kids are spotlighted. Produced by CBS News.

Teenage Terror: Kids Committing Murder (45 min) #BVL1 0745 What is driving some of America’s teens to commit violent crimes so gruesome that even veteran police officers are shocked? This program addresses the weakening societal constraints that historically have helped to keep youth violence in check. Case studies include the brutal slaying of an entire family by two 17-year-olds, allegedly done out of boredom; the sadistic torture and murder of a female 7th-grader by four high school girls; and the stabbing and lethal strangling of a female classmate by a 16-year-old boy during an argument. Produced by CBS News.

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School Shootings: America’s Tragedy (48 min) #BVL1O755 The 1990s will be remembered in part as a time when America was confronted with an outbreak of adolescents killing families, friends, classmates, and themselves. This riveting program provides an in-depth analysis of the causes and long-term effects of school shootings. Six of these horrific crimes, which culminated in numerous deaths—from the Barry Loukaitis case, in Moses Lake, Washington, to the copycat atrocities in Colorado, Oregon, Arkansas, Kentucky, and Mississippi—are profiled, revealing the fault lines running beneath the surface of many suburban communities. Produced by CBS News.

Bullied, Battered, and Bruised (56 min) #BVL29893 Suicide is the second leading cause of death among adolescents and is often the desperate response to prolonged physical and mental harassment at school. This program investigates the disturbing prevalence of bullying by focusing on a high school where the problem made headlines. Parents, teachers, school officials, bullying victims, and even bullies themselves discuss the conditions that allow abusive behavior to flourish and what can be done to curtail it. A model grammar school is also visited where the principal takes the lead in creating an atmosphere of safety and cooperation, as well as learning.

Preventing School Violence (29 min) #BVL29969 With bullying, sexual harassment, and credible death threats on the rise, school is becoming less about learning and more about fear. This program from The Doctor Is In thoroughly examines violence among children and teens of all genders. Innovative preventive measures yielding impressive results at Bartle Elementary in New Jersey and Lebanon Junior High in New Hampshire are featured. In addition, psychologist Daniel Goleman, author of Emotional Intelligence, presents his theories on improving the school environment and James Garbarino, author of Lost Boys, talks about the pressures that can lead to extreme acts of violence at school— even murder. A Dartmouth-Hitchcock Medical Center Production.

Harm’s Way: The Lessons of Youth Violence (47 min) #BVL30378 Are the increasingly frequent accounts of wanton, often cold-blooded youth violence a reflection of a toxic culture or the problems of troubled, isolated individuals? This program tells the stories of several young offenders from their own perspectives as well as from those of their families and the families whose lives they have irreparably changed. Interviews with social workers, law enforcement and probation officers, psychologists, criminologists, forensic psychiatrists, and, most importantly, the kids themselves offer possible answers to a deeply disturbing problem.

Risky Business (26 min) #BVL3325O Lying, plagiarism, reckless driving, shoplifting, dropping out of school—young adults are confronted repeatedly with decisions that can jeopardize their self-esteem, their reputations, and their entire futures. In this program, psychologists and other experts join students in shedding light on why teens so often take unhealthy risks. Cautionary stories of lives scarred by tragic decisions are balanced by cases of young adults who turned their lives around through changing their behavior. The Youth Challenge Academy, a highly successful military-style academic and mentoring program for select candidates who have dropped out of high school, is profiled. A Discovery Channel Production.

Broken Child: Case Studies of Child Abuse (61 min) #BVL1149I Every year in the United States, approximately one in 25 children is reported as a victim of prenatal substance abuse, criminal neglect, or physical or emotional violence, and child89 Copyright © 2024 Pearson Education, Inc.

protection agencies are being overwhelmed by the crisis. Filmed on location in Baltimore, Atlanta, Houston, and Seattle, this cautionary program narrated by Susan Sarandon examines the cycle of child abuse. Case studies include children with developmental difficulties caused by maternal drug addiction, post-traumatic stress disorder brought on by scenes of extreme violence in the home, and life-threatening injuries from beatings. An HBO production.

The Next Generation (57 min) #BVL7683 Experts are increasingly focusing on prevention efforts based on community and family. This documentary looks at two of those efforts. One works with parents addicted to heroin by teaching them how to repair the damage to family wrought by drug abuse, and in spite of it, how to raise strong, resilient children. In a second program, vigilant counselors in Dade County schools watch for kids at risk of becoming addicted to drugs, and offer immediate counseling for those who are already involved with drugs. Nicotine addiction is addressed by a program that provides classes designed to prevent students from smoking, and another that helps them stop if they’ve already begun to smoke. School officials, counselors, and students are interviewed. The DVD version of this program also includes a special video introduction by Mr. Moyers.

Boys and Guns (22 min) BVL12004 Each day in this country, ten children are killed with firearms. In this program, ABC News anchor Diane Sawyer investigates the dangerous fascination kids have with guns. In two filmed experiments arranged with parental consent at community centers, police officers placed disabled handguns in locations where teenagers would find them. The results were startling: male teenagers, excited by their discovery, often played with the guns or aimed them at friends.

Interviews with teenagers involved in accidental shootings testify to this tragic combination. A judge, a neuropsychiatrist, and an NRA spokesman comment from different perspectives to help parents understand this behavior.

Crimes and Punishments: A History (30 min) PAW6868-KS – 1993 This controversial documentary traces the often brutal history of criminal punishment from the medieval era through today. Early lithographs show in shocking detail the excessive punishments applied in pre-modern times for minor crimes. We see how more humane attitudes toward punishment led to the construction of prisons. Featured in this program is the CCI penitentiary in South Carolina. There, prison officials discuss the difficulties involved in running a large penal institution. Incarcerated people and corrections officers provide insights into daily life at the prison and talk about the overall failure of current rehabilitation efforts. This is an excellent portrait of criminal punishment as it was, and where it stands today.

Judicial Opinions: The Supreme Court Justices (67 min) PAW37578-K – 2006 With every ruling, the nine justices of the U.S. Supreme Court shape the judicial landscape of America—and the lives of its citizens. In this NewsHour program, Robert MacNeil and other esteemed journalists take a close look at four renowned jurists—Harry Blackmun, William Rehnquist, Sandra Day O’Connor, and Stephen Breyer—and their decisions.

Death Row Kids (27 min) PAW34649-KS – 2005 “They think we’re beasts.” So says a condemned murderer, succinctly expressing the view of so many Americans. But this killer committed his crime when he was 17, and asks for compassion on those grounds. Filmed prior to March 1, 2005, U.S. Supreme Court ruling barring execution for underage offenses, Death Row Kids tells the stories of confused and frightened young people awaiting the ultimate penalty. The program also alludes to medical findings that a 17-year-old’s

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brain lacks fully developed decision-making-capabilities. The result is a provocative inquiry into complex issues of personal responsibility and the likelihood of criminal rehabilitation.

The Ice Age: Skating and Crashing on Crystal Meth (46 min) PAW39706-KS – 2006 The world of illegal drugs has entered a new era: the age of ice, or crystal methamphetamine.

This program goes inside the world of “skaters”—hardcore meth users with addictions—who roam the inner city of Sydney, Australia. Profiling several people with addictions and the ways in which ice has shaped and devastated their lives, the film depicts a typical meth user’s two-week cycle of reckless euphoria followed by a prolonged crash. The program also includes commentary from drug treatment experts who explain how ice amplifies dopamine levels and wreaks havoc in the brain. Contains harsh language.

PBS Home Video 2100 Crystal Drive Arlington, VA 22202 Frontline: Juvenile Justice (90 min) #FR0L9906 Frontline explores whether children who commit serious crimes should be tried as juveniles or adults. The program shows what can happen to young offenders who reach “the end of the line” in the juvenile court system and how these children can be rehabilitated to prevent future criminal behavior.

Ambrose Video Publishing 145W 46th Street, Suite 1115 New York, NY 10036 212-768-7373 Teens in Prison (23 min) This show looks at the different ways teenage offenders are channeled through the incarceration system, focusing on Utah’s hierarchy of facilities for juveniles, and opens up the debate through personal stories and a range of teen opinions. Main segments: Juvenile Facilities, starting with “John,” 17, who is incarcerated in Genesis, a minimum security juvenile work camp, and “Jane,” 17, locked up in Decker Lake, a maximum security juvenile facility; and Adult Prison, where Billy and Nasario, both 17, have been sent to serve time, and Tracey, 19, has ended up after a life of juvenile delinquency. Also features teenagers in Salt Lake City discussing juvenile crime and punishment. Law Daze: Cory Booker, a Yale Law student who spent his free time working with at-risk youth in Harlem.

Provensino (30 min) Parents liable for son’s crimes. A sixteen-year-old boy pleads no-contest to his crimes.

Are the parents guilty of violating eight parental responsibility laws? Should the boy, his parents, or both be punished for his crime?

LeTourneau/Jonesboro (30 min) How young is too young? This program focuses on juvenile justice. When is a child a child and when is he an adult? Shown are two cases of how the legal system protects young people. The first case involves a schoolteacher who is accused of statutory rape of one of her former students.

The boy says he entered into the relationship freely. The second is about two boys, ages 11 and 91 Copyright © 2024 Pearson Education, Inc.

13 who go on a brutal shooting spree killing four classmates and a teacher. Should kids be held fully responsible?

TN vs. Rouse (30 min) High school shooting spree. The case of a Tennessee teenager charged with the shooting deaths of a teacher and a classmate. Was it a case of cold-blooded murder or a mental defect that caused J. Rouse to kill?

Punishment for Teen Offenders (23 min) This episode focuses on alternative punishments, with Manatee Boot Camp in Florida as the featured story. Also includes a discussion among high school students at St. Stephen’s Episcopal School in Bradenton, FL on crime and punishment. Law Daze: Leah Brownlee, a Rutgers student taking a Trial Advocacy class that includes an acting coach.

Buylndies.com Teens and Guns: Preventing Violence (29 min) On any given school day, 160,000 guns are carried into American classrooms by students. Every day, 15 youths are killed by handguns. An American adolescent takes their own life with a gun every six hours. Firearm murders of youths 19 and under rose 125 percent in a recent six-year period. Featuring movie star Samuel L. Jackson, this program provides compelling media support for Health and Guidance units on teen violence, conflict resolution, youth-at-risk, behavioral choices and decision making, and gangs. Students’ understanding of the correlation between risky behavior, violence, and their personal well-being is reinforced as the program examines the problem from a variety of viewpoints—students, victims, parents, educators, courts, police and perpetrators—and discusses possible solutions. The Rap group Slick Boys uses teen-oriented music to reinforce the anti-violence message. The group, consisting of three Chicago cops who want to get guns away from teens, has won national attention, both from the media and from the young people they work hard to reach.

Court TV Videos from Thompson Wadsworth The System: Trouble in Paradise A child prodigy turns into a mass murderer. Did he go insane, or is his defense a Machiavellian deception by a man with a degree in psychology who had experience working in mental facilities? Jeffrey Wallace claims insanity after going on a shooting spree in a tourist-filled bar in Key West. The prosecution says Wallace is faking. Wallace killed a beloved bartender who was his boss when he was working there. This video contains moving testimony from living victims, and even Wallace himself is keen to talk about his personal demons.

New York v. Nelson Lemrick Nelson, 16, was charged with the death of an innocent Hassidic bystander during the violence, which erupted in Crown Heights when the black community became outraged by a private ambulance’s neglect of black victims.

Florida v. Miller—Deadly Crossroads Three teens are charged with three counts of first-degree manslaughter for stealing a stop sign that caused a fatal accident in which three people were killed. The defendants admitted stealing stop signs as a prank but claim they didn’t steal the sign that caused the fatal accident.

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Discovery Education 20765 Superior St Chatsworth, CA 91311-4409 1-800-367-2467 Scared Straight! (53 min) #856351 Peter Falk hosts this award winning expose about juveniles who are scared straight. This critically acclaimed program paints a gruesome and brutal picture of what really goes on in prison and how the prison inmates themselves are the best crime deterrent.

The Truth About Violence (90 min) #877126 Teen violence in the United States has reached epidemic proportions. Statistics show that over half of children in grades 6 through 12 say they could get a handgun. Since 1980, one in four murders of juveniles involved a juvenile offender. More than 2,000 children are abused every day, and 80 percent of those children go on to commit violent acts. This explosive new documentary explores violence and its consequences through the eyes of eight Los Angeles teens.

Two of the teens are in gangs, two are involved with gang members, three are on probation for violent behavior, and all of them have histories of harming their peers, teachers, or themselves.

Hardened by their own experiences, these young people see violence as a necessity in their daily lives, think nothing of carrying or potentially using a gun, and do not consider the consequences of their violent acts to themselves or others. By their own admission, they enjoy the power they feel from their violent behavior. The teens then participate in a month-long journey that brings them face-to-face with how violence impacts victims’ lives. They visit the USC Medical Center and witness in graphic detail the effects of violence; they tour a battered women’s shelter; they undertake a grueling challenge in the rugged Colorado Mountains to learn empathy, teamwork, and that it’s possible for them to change their violent ways. Then, during a highly emotional visit, the teens tour Columbine High School in Littleton, Colorado, the site of a mass shooting perpetrated by two students. The group listens to a grieving father, a brother, and a teacher who share their heartbreaking stories of loss and anger. After a month of learning to see violence for what it is, the teens are determined to change their lives forever and reach out to other young people to help them overcome the problem of teen violence.

Kids Killing Kids (45 min) #853796 Kids Killing Kids is a unique dramatization of four different, but typical, stories of today’s youth.

Employing an unusual technique, the program tells each story two ways. The first version shows what happens when a gun is involved, while the second version shows the outcome when there is no gun. It is a graphic demonstration of how potentially deadly conflicts can be resolved safely and peacefully. The program is an engaging media supplement to Health, Guidance and Life Skills units on teen violence, conflict resolution, youth-at-risk, behavioral choices and decision making, and resisting peer pressure.

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Test Bank Juvenile Justice in America, 9e (Bartollas) Chapter 1 Juvenile Justice: An Overview 1.1 Multiple Choice Questions 1)

2)

3)

4)

The premise of parens patriae at the Cook County Juvenile Court was that it allowed the juvenile courts to ________.

A) treat youthful offenders B) punish the families of youthful offenders C) isolate youthful offenders from society D) punish youthful offenders Answer: A Page Ref: 2 Objective: Retrace the journey of juvenile justice in the United States Level: Intermediate In colonial times, youths were punished by ________.

A) sheriffs B) watchmen C) magistrates D) their families Answer: D Page Ref: 5 Objective: Retrace the journey of juvenile justice in the United States Level: Intermediate In Europe during the middle ages, who assumed control over children and their welfare before it was turned over to the Chancery Court?

A) Constables B) Shire reeves C) The landowners D) Circuit judges Answer: C Page Ref: 4 Objective: Retrace the journey of juvenile justice in the United States Level: Basic Parens patriae focused on the ________ as the one who protected their subjects.

A) self B) sovereign

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5)

6)

7)

8)

C) god D) family Answer: B Page Ref: 2 Objective: Retrace the journey of juvenile justice in the United States Level: Basic In the late 1700s and early 1800s, the ________ was believed to be the primary source of youths’ problems.

A) school B) peer group C) family D) community Answer: C Page Ref: 5 Objective: Summarize the history of juvenile confinement Level: Basic Early Houses of Refuge were run using a ________.

A) family model B) deterrence model C) rehabilitation model D) punishment and penitence model Answer: A Page Ref: 9 Objective: Summarize the history of juvenile confinement Level: Intermediate The penal system of the colonies was modeled after the ________ system.

A) German B) Spanish C) Norwegian D) English Answer: D Page Ref: 7 Objective: Summarize the history of juvenile confinement Level: Basic Which of the following services did John Augustus instigate?

A) Truth in sentencing B) Arranging for employment for youths on probation C) Placing children on probation in houses of refuge D) Domestic violence round up Answer: B Page Ref: 10 95 Copyright © 2024 Pearson Education, Inc.

Objective: Summarize the history of juvenile confinement Level: Intermediate 9) The liberal agenda of the 1960s and 1970s emphasized the ________.

A) increased focus on punishment B) support of long-term confinement of juveniles C) diversion of minor offenders from the juvenile justice system D) increased use of training school Answer: D Page Ref: 13 Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Intermediate 10) Studies on hidden delinquency and middle-class law breaking has taught that nearly all juveniles ________.

A) are unhappy B) get caught C) break the law D) are followers Answer: C Page Ref: 14 Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Intermediate 11) Which of the following would proponents of the “get tough” philosophy support?

A) Ensuring increased long-term confinement for juveniles B) Providing juveniles with all the procedural safeguards given to adults C) Keeping status offenders out of the juvenile justice system D) Urging the use of community resources in working with juvenile offenders Answer: A Page Ref: 13 Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Intermediate 12) Early in the history of this nation, the poor newcomers were viewed as ________.

A) allies B) honest C) criminals D) religious Answer: C Page Ref: 15 96 Copyright © 2024 Pearson Education, Inc.

13)

14)

15)

16)

Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Intermediate Which of the following is a required function of the juvenile court?

A) Obtain taped confessions from juveniles B) Prepare juveniles for their return to the community C) Supervise juveniles who have been released from training schools D) Deal with child neglect Answer: D Page Ref: 17 Objective: Describe the function of the juvenile justice system Level: Intermediate Which of the following is a responsibility of an agency other than corrections?

A) Using residential programs to prepare youths for release B) Caring for youthful offenders sentenced by the courts C) Making sentencing decisions D) Supervising offenders released to probation by the courts Answer: C Page Ref: 16 Objective: Describe the function of the juvenile justice system Level: Intermediate Which of the following terms is synonymous with an indictment?

A) Disposition B) Custody C) Respondent D) Petition Answer: D Page Ref: 17 Objective: Describe the function of the juvenile justice system Level: Basic The processing of juveniles by the juvenile justice system usually begins when ________.

A) an intake official of the court decides to hold a youth in detention B) police refer a youth to the juvenile court C) a judge decides that a youth should be held and tried for a crime D) the youth is moved to residential placement Answer: B Page Ref: 19 Objective: Describe how juvenile offenders are processed Level: Intermediate

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17) Which of the following is most concerned that juvenile offenders receive therapy rather than institutionalization?

A) Treatment model B) Justice model C) Crime control model D) Balanced and restorative model Answer: A Page Ref: 22 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Basic 18) Which of the following concepts is in line with the justice model?

A) Juveniles should not be rewarded with procedural safeguards.

B) Community service should not be a substitute for confinement.

C) Juveniles must be punished in proportion to the seriousness of the offense.

D) The basic mission of juvenile justice is to rehabilitate youthful offenders.

Answer: C Page Ref: 23 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Intermediate 19) Which of the following correctional models emphasizes punishment as the remedy for juvenile misbehavior?

A) Due process B) Least restrictive C) Rehabilitation D) Crime control Answer: D Page Ref: 23 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Basic 20) Which of the following is an objective of the balanced and restorative justice model?

A) Juvenile offenders should receive therapy rather than be institutionalized.

B) Indeterminate sentencing should be implemented for increased effectiveness.

C) Decision-making alternatives to formal court or other adversarial processes should be provided.

D) Procedural safeguards should be granted to juveniles who have broken the law.

Answer: C Page Ref: 21 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Intermediate

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1.2 True/False Questions 1)

2)

3)

4)

5)

6)

7)

Juvenile justice in the United States began with the formation of the juvenile court in 1899.

Answer: FALSE Page Ref: 5 Objective: Retrace the journey of juvenile justice in the United States Level: Intermediate The Illinois court was set up to operate on a formal basis.

Answer: FALSE Page Ref: 6 Objective: Retrace the journey of juvenile justice in the United States Level: Intermediate The parens patriae philosophy permitted the Cook County Juvenile Court to take charge of juveniles (children) in need.

Answer: TRUE Page Ref: 6 Objective: Retrace the journey of juvenile justice in the United States Level: Basic Houses of refuge were started in the mid 1700s.

Answer: FALSE Page Ref: 9 Objective: Summarize the history of juvenile confinement Level: Intermediate John Augustus is considered the father of probation.

Answer: TRUE Page Ref: 10 Objective: Summarize the history of juvenile confinement Level: Basic Juvenile aftercare is as old as the juvenile institution.

Answer: TRUE Page Ref: 11 Objective: Summarize the history of juvenile confinement Level: Basic The liberal agenda of the 1960s and the 1970s emphasized the increased use of training schools for status offenders.

Answer: FALSE Page Ref: 13 Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Intermediate

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8)

9)

10)

11)

12)

13)

14)

The Reagan administration’s crime control policy for juveniles emphasized a significant use of rehabilitation.

Answer: FALSE Page Ref: 13 Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Intermediate The “get tough” strategy for juvenile offenders is part of the least restrictive philosophy.

Answer: FALSE Page Ref: 13 Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Intermediate An adjudicatory hearing is a trial that can result in a conviction.

Answer: TRUE Page Ref: 16 Objective: Describe the function of the juvenile justice system Level: Basic A disposition hearing is basically a sentencing.

Answer: TRUE Page Ref: 18 Objective: Describe the function of the juvenile justice system Level: Basic A petitioner in a juvenile court case is the prosecutor.

Answer: FALSE Page Ref: 18 Objective: Describe the function of the juvenile justice system Level: Basic The primary purpose of the adjudicatory hearing is to determine whether the juvenile should be placed in detention.

Answer: FALSE Page Ref: 18 Objective: Describe how juvenile offenders are processed Level: Intermediate The processing of juvenile offenders by juvenile justice agencies begins when the youth is referred to the juvenile court.

Answer: FALSE Page Ref: 18 Objective: Describe how juvenile offenders are processed Level: Intermediate

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15) The treatment model is based on the belief that the basic mission of juvenile justice is to rehabilitate youthful offenders.

Answer: TRUE Page Ref: 21 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Intermediate 16) Those promoting the crime control approach wanted to give juveniles better protection through procedural safeguards.

Answer: FALSE Page Ref: 21 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Intermediate 17) In the balanced and restorative justice model, competency refers to the rehabilitation of offenders.

Answer: TRUE Page Ref: 22 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Intermediate 1.3 Short Answer Questions 1)

2)

3)

The emerging ________ school contended that people were pushed into crime by forces beyond their control.

Answer: positivist Page Ref: 5 Objective: Retrace the journey of juvenile justice in the United States Level: Difficult The concept that gives the courts a legal basis for intervening in the lives of children is parens ________.

Answer: patriae Page Ref: 6 Objective: Retrace the journey of juvenile justice in the United States Level: Basic The first juvenile institutions were called Houses of ________.

Answer: Refuge Page Ref: 9 Objective: Summarize the history of juvenile confinement Level: Basic

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4)

________ schools are also called reformatories or industrial schools.

Answer: Training Page Ref: 9 Objective: Summarize the history of juvenile confinement Level: Intermediate 5) Ever since the colonial period, society has gradually taken authority away from the ________ and given it to the state for correcting the behavior of children.

Answer: family Page Ref: 12 Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Difficult 6) The ________ agenda emphasized the reduced use of training schools.

Answer: liberal Page Ref: 13 Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Intermediate 7) The “get ________” approach argues that juveniles should be punished rather than treated.

Answer: tough Page Ref: 14 Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Basic 8) Most juvenile court codes now require two types of hearings: the adjudicatory and ________ hearings.

Answer: disposition Page Ref: 18 Objective: Describe how juvenile offenders are processed Level: Difficult 9) The In re ________ case guarantees to juveniles the right to representation by counsel, freedom from self-incrimination, the right to confront witnesses, and the right to crossexamine witnesses. Some states also give juveniles the right to a jury trial.

Answer: Gault Page Ref: 19 Objective: Describe how juvenile offenders are processed Level: Difficult 10) The justice model requires that punishment offenders receive must be ________ to the seriousness of the offense.

Answer: proportionate Page Ref: 21

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Objective: Examine the various philosophies and strategies for correcting juveniles Level: Difficult 11) The crime control model supports the view that ________ can be helpful in teaching a youth to be responsible, diligent, and honest.

Answer: punishment Page Ref: 22 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Difficult 1.4 Matching Questions Match each term with its description.

A) A sentencing hearing B) Parole C) A sentence to confinement D) A trial that can result in a conviction 1)

2)

3)

4)

Adjudicatory hearing Page Ref: 18 Objective: Describe the function of the juvenile justice system Level: Intermediate Aftercare Page Ref: 18 Objective: Describe the function of the juvenile justice system Level: Intermediate Commitment Page Ref: 18 Objective: Describe the function of the juvenile justice system Level: Intermediate Dispositional hearing Page Ref: 18 Objective: Describe the function of the juvenile justice system Level: Intermediate Answers: 1) D 2) B 3) C 4) A Match each term with its description.

A) A prosecutor B) A probation officer C) A defendant D) A defense attorney 103 Copyright © 2024 Pearson Education, Inc.

5)

6)

7)

8)

Juvenile court officer Page Ref: 18 Objective: Level: Intermediate Describe the function of the juvenile justice system Petitioner Page Ref: 18 Objective: Describe the function of the juvenile justice system Level: Intermediate Respondent Page Ref: 18 Objective: Describe the function of the juvenile justice system Level: Intermediate Minor Page Ref: 18 Objective: Describe the function of the juvenile justice system Level: Intermediate Answers: 5) B 6) A 7) D 8) C

Match each term with its description.

A) Accountability, competency, and community protection B) Parens patriae is the philosophical basis C) Emphasizes punishment as the remedy for crime D) Advocates for “just deserts” 9) Treatment Model Page Ref: 20–22 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Intermediate 10) Justice Model Page Ref: 22–23 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Intermediate 11) Crime Control Model Page Ref: 23 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Intermediate 12) Balanced and Restorative Justice Model Page Ref: 23–25 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Intermediate Answers: 9) B 10) D 11) C 12) A 104 Copyright © 2024 Pearson Education, Inc.

1.5 Essay Questions 1)

2)

Why did confidence in the juvenile court erode in the early 1900s, and what were the factors that helped rebuild that confidence?

Answer: Negative influences: • Exposés emerged detailing the court’s deplorable conditions and practices • World War I brought general disenchantment with the idea that society was improving Positive influences: • Volunteers were replaced with paid social work professionals • The new social work orientation redefined the juvenile court as a social agency • More paid social workers were hired • The field of social work adopted Freudian psychoanalysis, which focused on the client’s emotional feelings that focused on the inner mental workings of the child Page Ref: 6–7 Objective: Retrace the journey of juvenile justice in the United States Level: Basic What was the main difference between houses of refuge and reformatories?

Answer: The new Reformatories were essentially a continuation of the house of refuge.

• In houses of refuge: (i) discipline was severe when the rules were disobeyed (ii) treatment of the youths paralleled the routine nature of the facility’s physical plant (iii) the youths were dressed in institutional clothing and given identical haircuts (iv) troublemakers were punished; placing offenders on a diet of bread and water or depriving them of meals altogether (v) milder forms of discipline were coupled with solitary confinement if a severe punishment was deemed necessary (vi) corporal punishment was used alone or in combination with other corrections (vii) the worst offenders were shipped off to sea In the nineteenth century Hutchins Hapgood the New York House of Refuge as a “school for crime.”

• Reformatories, also called training schools or industrial schools, were: (i) developed in the mid-nineteenth century (ii) stressed a longer period of schooling compared to houses of refuge (iii) more exploitative, as manufacturers often inflicted cruelty and violence on juveniles during working hours (iv) punished the youths who slacked off on their work in the reformatory shops with the cat-o’nine-tails Page Ref: 9–10 Objective: Summarize the history of juvenile confinement Level: Intermediate

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3)

4)

Describe the differences in the appropriate application of the get tough and go soft approaches to sentencing.

Answer: • Get tough approach: (i) was triggered by the failure of the reform agenda of the 1970s to address violent youth crime and repeat offenders (ii) is associated with the Reagan administration’s crime control policy for juveniles (iii) focuses on preventive detention, transfer of violent and repeat juvenile offenders to the adult court, mandatory and determinate sentences for serious and repeat juvenile offenders, increased long-term confinement for juveniles, and enforcement of the death penalty for juveniles who commit “brutal and senseless” murders (iv) led to a number of federal juvenile justice initiatives in the 1990s that went beyond those implemented in the 1980s such as: establishing curfews; passing parental responsibility laws; increasing efforts to combat street gangs; moving toward graduated sanctions; creating juvenile boot camps; maintaining and strengthening current laws restricting juveniles’ use of guns; opening juvenile proceedings and records; transferring juveniles to criminal or adult courts; and expanding sentencing authority over juveniles • Go soft approach: (i) first became popular in the 1960s when professionals and students became aware of the extent of youth crime, the negative impact of delinquency labels, and the criminogenic and violent nature of juvenile institutions (ii) urges a least-restrictive philosophy, implying “do not do any more than necessary with youthful offenders” (iii) entails keeping status offenders out of the juvenile justice system (iv) provides juveniles with all the procedural safeguards given to adults (v) supports use of community resources in working with juvenile offenders Page Ref: 13–14 Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Intermediate Name the four basic correctional models in the juvenile justice system and briefly describe their philosophical bases.

Answer: Treatment model: the state must step in and exercise guardianship over a child found under adverse social or individual conditions Justice model: both juvenile and adult offenders are volitional and responsible human beings and, consequently, deserve to be punished if they violate the law. The punishment they receive must be proportionate to the seriousness of the offense. Fogel’s model proposed: • end of the indeterminate sentence and parole • the initiation of uniform sentencing, and • the establishment of correctional programming based solely on the compliance of inmates Crime control model: punishment deters crime Balanced and restorative justice model: refers to system-level decision making by 106 Copyright © 2024 Pearson Education, Inc.

administrators to “ensure that resources are allocated equally among efforts to ensure accountability to crime victims, to increase competency in offenders, and to enhance community safety.” The three goals are accountability, competency, and community protection.

Page Ref: 21–26 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Intermediate 1.6 Critical Thinking Questions 1)

2)

You are a juvenile probation officer with a 16 year-old female client whose initial crime was a joy-ride vehicle theft. While on probation your client commits an aggravated assault. The judge asks you to work with the prosecutor to come up with an appropriate disposition to recommend for the offender. You are a supporter of the least-restrictive approach and the prosecutor is an advocate of the get-tough approach. The prosecutor adamantly pushes for incarceration. Would you be likely to agree with her recommendation? Why or why not?

Answer: Yes. • The least-restrictive approach is not completely anti-incarceration. This approach is somewhere in-between get-tough and go-soft approaches. An important factor in deciding the disposition of an offender is the seriousness of the crime.

• Normally, an advocate of the least-restrictive approach would ask the court to do no more than necessary with youthful offenders, but juveniles who commit serious crimes or continue to break the law are presumed to deserve punishment rather than treatment because they possess free will and know what they are doing.

• Their delinquencies are viewed as purposeful activity resulting from rational decisions in which the pros and cons are weighed and the acts that promise the greatest potential gains are performed.

Page Ref: 14 Objective: Summarize the historical themes that guided the development of juvenile justice in the United States Level: Difficult Suppose there were an opening for a judge in your town. The city council asks you to serve on the committee who will interview the candidates and then recommend a judge that would be a good fit for your community. They tell you they want someone who believes in rehabilitating offenders and not too quick to incarcerate. These are your four candidates: John Smith, an advocate of the treatment model Harold Reed, and advocate of the justice model Jim Jones, an advocate for the crime control model Thomas Wu, an advocate for the balanced and restorative justice model Which of these candidates would likely be the best fit for what the city council is looking for? Why? Answer: John Smith, an advocate of the treatment model

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•

In the treatment model, the state is represented by the juvenile court and deals with children differently than it does with adults, by substituting a more informal and flexible procedure.

• In the treatment model, a fatherly and benevolent juvenile judge would gently, and in a friendly manner, probe the roots of the child’s difficulties in the court room.

• The mental, physical, and social needs of the child are the focus of the treatment model, and many rehabilitation efforts are implemented before the juvenile is processed into the system.

• The treatment model encountered considerable criticism in the late twentieth century, but it is experiencing a resurgence of research and interest in the early twenty-first century.

Page Ref: 21–24 Objective: Examine the various philosophies and strategies for correcting juveniles Level: Difficult

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Juvenile Justice in America, 9e (Bartollas) Chapter 2 The Extent and Nature of Juvenile Crime 2.1 Multiple Choice Questions 1)

The Uniform Crime Reports are compiled by the ________.

A) National Opinion Research Center B) International Association of Chiefs of Police C) Federal Bureau of Investigation D) Bureau of Justice Statistics Answer: C Page Ref: 31 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Basic

2)

Robbery, rape, auto theft, and murder are examples of ________.

A) misdemeanors B) Part I offenses C) Part II offenses D) status offenses Answer: B Page Ref: 31 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Intermediate

3)

The UCR classifies crimes into ________.

A) juvenile and status offenses B) CIUS reports and victimization reports C) delinquency and adult crimes D) Part I and Part II offenses Answer: D Page Ref: 29 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Intermediate

4)

Which of the following statements is correct?

A) Juvenile murder rates increased substantially between 1987 and 1993.

B) Juvenile arrest rates climbed nearly 50 percent over the past ten years.

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C) Drug use among juveniles has been decreasing since 1992.

D) Female crime rates dropped between 1993 and 1994.

Answer: A Page Ref: 31 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Intermediate 5)

Self-report studies indicate ________.

A) lower rates of victimization than other sources B) much higher rates of youth crime than the UCR C) very little of any statistical interest D) that most youth crime comes to the attention of authorities Answer: B Page Ref: 34 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Intermediate

6)

The ADD Health Study has found ________.

A) associating with delinquent peers were strongly related to delinquency B) school performance was a key protective factor against the risk of incarceration C) the onset of serious delinquency began at age 15 D) three groups of developmental pathways were identified: Authority conflict, covert, and overt Answer: B Page Ref: 37 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Intermediate

7)

The degree to which administration of a questionnaire or an interview will elicit the same answers from the juveniles where they are questioned two or more times is a question of ________.

A) reliability B) validity C) measurement D) standard deviation Answer: A Page Ref: 35 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Intermediate

8)

What have self-report studies revealed?

A) A significant amount of undetected delinquency exists in the United States, and police apprehension is low.

B) All hidden delinquency involves minor offenses only.

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C) Juvenile crime is more visible in self-reports than in official statistics.

D) Girls commit fewer delinquent acts than official statistics indicate.

Answer: A Page Ref: 36 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Intermediate 9)

The representatives of the Bureau of the Census collect data for the National Crime Victimization Survey by ________.

A) interviewing hospital emergency room personnel to determine the number of victims of violent crime B) conducting classroom surveys in all higher education programs C) interviewing all household residents twelve years of age or older in the selected sample D) collating news reports on violent crimes across all media channels Answer: C Page Ref: 38 Objective: Describe the context of juvenile victimization Level: Intermediate

10) The National Crime Victimization Survey shows that ________.

A) older women are more likely to be victimized than any other age group B) the centers of U.S. cities are less probable sites of violent crimes C) those between the ages of 19 and 29 experience the highest rape victimization rates D) juveniles between the ages of twelve and fourteen experienced the highest rape victimization rate of any age group for all violent crimes Answer: D Page Ref: 38 Objective: Describe the context of juvenile victimization Level: Intermediate 11) Which of the following statements is true of juvenile victimization?

A) Juveniles are more likely to be victimized than any other age group.

B) Crimes against adolescents are more likely to be reported to the police than are crimes against adults.

C) Adults are more likely than adolescents to commit violent crimes against peers.

D) Black Americans are less likely than White Americans to be victims of violence.

Answer: A Page Ref: 38 Objective: Describe the context of juvenile victimization Level: Intermediate 12) Victimization surveys find that ________.

A) victimization rates are consistent among demographic groups across the United States B) more crime is committed than is recorded 111 Copyright © 2024 Pearson Education, Inc.

C) crimes committed and reported are more or less equal in number D) juveniles are less likely to be victimized than any other age group Answer: B Page Ref: 38 Objective: Describe the context of juvenile victimization Level: Intermediate 13) Which of the following is a characteristic of school shooters?

A) Physically or sexually abused as children B) Loners with few friends C) Targets of bullying D) All of the above Answer: D Page Ref: 42 Objective: Describe the context of juvenile victimization Level: Intermediate 14) School shooters often share their intentions in what is called ________.

A) Disclosure B) Slippage C) Leakage D) Exposure Answer: A Page Ref: 42 Objective: Describe the context of juvenile victimization Level: Intermediate 15) Cohort studies have shown that ________.

A) White Americans have more serious and more frequent contact with police than Black Americans B) justice system intervention tends to lower juvenile delinquency C) girls actually have more police contacts than boys D) one of the factors predicting who became chronic offenders was offending at an early age Answer: D Page Ref: 43 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate 16) According to the Philadelphia cohort study, which of the following would be accurate about the age of onset?

A) Juveniles first convicted at the earliest age consistently offended at a lower rate and for a shorter time period.

B) Juveniles first convicted at later ages consistently offended at a higher rate and for a longer time period.

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C) The average number of offenses tended to decline almost uniformly as the age of onset increased.

D) The earlier the juveniles began law-violating behaviors the less likely they were to continue such behaviors.

Answer: C Page Ref: 43 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate 17) Cohort studies tend to show that ________.

A) delinquent careers are devoid of crime-free intervals B) status offenders typically specialize more than delinquent offenders C) the later juveniles begin delinquent activity, the more likely they are to continue in crime D) the incidence of arrest decelerates at age thirteen and is lowest at about age seventeen Answer: B Page Ref: 43 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate 18) Which of the following is true about youth violence?

A) Youths who carried guns were more likely to live in communities with a high presence of gun ownership.

B) Youths who lived in communities with high rates of violence were less likely to carry guns so they wouldn’t get blamed for the crimes.

C) Youths who carried guns were surprisingly less likely to engage in robberies than those who did not have guns.

D) Youths who carried guns were surprisingly less likely to engage in serious assaults because others would avoid them.

Answer: A Page Ref: 45 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate 19) The national epidemic of youth violence ________.

A) began in the 1950s B) is not directly related to the availability of guns C) increased after the 1990s D) peaked in the 1990s Answer: D Page Ref: 45 Objective: Describe the Dimensions of Law Violating Behavior Level: Basic

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20) Which statement is true about youth violence?

A) The police have not made much of an impact in the decline of gun use by juveniles.

B) Operation Ceasefire wasn’t considered an attempt to deter to gang violence.

C) The Boston Gun Project has been one of the most successful projects.

D) Sadly, youth homicides saw no decrease after implementing Operation Ceasefire.

Answer: C Page Ref: 46 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate 2.2 True/False Questions 1)

Uniform Crime Reports provide information on the age, sex, and race of offenders.

Answer: TRUE Page Ref: 30 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Basic

2)

Juvenile murder rates declined between 1987 and 1993.

Answer: FALSE Page Ref: 31 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Basic

3)

Non-petitioned cases may be handled informally.

Answer: TRUE Page Ref: 32 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Basic

4)

The growing reliance on the use of self-report studies is a result of the realization that official statistics on juvenile delinquency have serious limitations.

Answer: TRUE Page Ref: 36 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Basic

5)

The differences between the offenses of Black and White offenders are more visible in selfreports than in official statistics.

Answer: FALSE Page Ref: 36 114 Copyright © 2024 Pearson Education, Inc.

Objective: Describe the methods, benefits, and limitations of self-reporting Level: Basic 6)

Reliability gauges the consistency of a questionnaire or an interview.

Answer: TRUE Page Ref: 36 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Intermediate

7)

Victimization surveys indicate that significantly more crime is committed than recorded.

Answer: TRUE Page Ref: 38 Objective: Describe the context of juvenile victimization Level: Basic

8)

Victimization surveys include information on status offenses.

Answer: FALSE Page Ref: 38 Objective: Describe the context of juvenile victimization Level: Difficult

9)

Among all age groups, juveniles are least likely to be victimized.

Answer: FALSE Page Ref: 38 Objective: Describe the context of juvenile victimization Level: Basic

10) Official crime statistics tend to show that the differences between Black and White respondents are greater than self-report studies indicate.

Answer: TRUE Page Ref: 38 Objective: Describe the context of juvenile victimization Level: Intermediate 11) According to the National Crime Victim Survey, juveniles between the ages of twelve and fourteen experience the highest rape victimization rate of any age group for all violent crimes.

Answer: TRUE Page Ref: 38 Objective: Describe the context of juvenile victimization Level: Intermediate 12) Public opinion favors stricter gun control and arming school resource officers.

Answer: TRUE Page Ref: 42 Objective: Describe the context of juvenile victimization Level: Intermediate 115 Copyright © 2024 Pearson Education, Inc.

13) Official studies have typically found that the incidence of arrest accelerates at age thirteen.

Answer: TRUE Page Ref: 43 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate 14) Evidence exists that specialization is much more typical of status offenders.

Answer: TRUE Page Ref: 43 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate 15) Studies show that youths who sold large amount of drugs at an early age were more likely to carry guns than those who did not sell drugs.

Answer: TRUE Page Ref: 45 Objective: Describe the Dimensions of Law Violating Behavior Level: Basic 16) The police have not played a major role in the decline of guns use by juveniles.

Answer: FALSE Page Ref: 46 Objective: Describe the Dimensions of Law Violating Behavior Level: Basic 17) Studies reveal that youths who were members of gangs had a lower probability of carrying a hidden gun than those who were not members of gangs.

Answer: FALSE Page Ref: 46 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate 2.3 Short Answer Questions 1)

The primary source of information in the United States about crime since the 1930s are the ________ Crime Reports.

Answer: Unified Page Ref: 29 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Basic

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2)

Traditionally, the Uniform Crime Reports, collated by the Federal Bureau of Investigation (FBI), were known as official ________.

Answer: statistics Page Ref: 29 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Intermediate

3)

The most serious questions about self-report studies relate to their ________ and reliability.

Answer: validity Page Ref: 35 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Difficult

4)

The National Youth ________ concluded, “There are few if any substantial and consistent differences between the delinquency involvement of different racial groups.”

Answer: Survey Page Ref: 35 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Intermediate

5)

________ gauges the consistency of a questionnaire or an interview.

Answer: Reliability Page Ref: 35 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Intermediate

6)

Official statistics tend to show that the differences between ________ and White Americans are greater than self-report studies indicate.

Answer: Black Page Ref: 36 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Basic

7)

Self-report studies revealed that boys commit ________ delinquent acts than girls do.

Answer: more Page Ref: 36 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Basic

8)

The National ________ Victimization Survey gives policy makers a better idea of just how much crime is actually committed.

Answer: Crime Page Ref: 38 Objective: Describe the context of juvenile victimization Level: Basic 117 Copyright © 2024 Pearson Education, Inc.

9)

Traditional ________ is direct, face-to-face, and physical in nature, and occurs when a stronger, more aggressive child hits, pushes, slaps, or beats other children with the intent to produce bodily injury and pain.

Answer: bullying Page Ref: 40 Objective: Describe the context of juvenile victimization Level: Basic

10) The time when a juvenile begins law-violating behavior is referred to as the age of ________.

Answer: onset Page Ref: 42 Objective: Describe the Dimensions of Law Violating Behavior Level: Basic 11) An increase in the number of crimes committed by an individual is referred to as a(n) ________ of offenses.

Answer: escalation Page Ref: 42 Objective: Describe the Dimensions of Law Violating Behavior Level: Basic 12) Of the most important issues facing juvenile justice at the present time is the continued reduction of youth ________.

Answer: violence Page Ref: 45 Objective: Describe the Dimensions of Law Violating Behavior Level: Difficult 2.4 Matching Questions Match each term with its description.

A) Major source of crime information B) Used to measure hidden youth crime C) Administered by the U.S. Census Bureau D) Utilizes raw police files and other data 1)

Self-reported studies Page Ref: Multiple Objective: Multiple Level: Basic

2)

Uniform Crime Reports Page Ref: Multiple Objective: Multiple Level: Basic 118 Copyright © 2024 Pearson Education, Inc.

3)

Cohort studies Page Ref: Multiple Objective: Multiple Level: Basic

4)

National Crime Victimization Survey Page Ref: Multiple Objective: Multiple Level: Basic Answers: 1) B 2) A 3) D 4) C Match each term with its description.

A) The termination of delinquency B) An increase in the number of crimes by the offender C) The tendency to repeat one type of crime D) When juvenile begins law-violating behavior

5)

Age of onset Page Ref: 42 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate

6)

Escalation of offenses Page Ref: 42 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate

7)

Specialization of offenses Page Ref: 42 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate

8)

Desistance from crime Page Ref: 42 Objective: Describe the Dimensions of Law Violating Behavior Level: Intermediate Answers: 5) D 6) B 7) C 8) A Match each term with its description.

A) A part II crime B) A part I crime C) Recommended the collection of national crime data D) An arm of the U.S. Department of Justice

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9)

Murder Page Ref: 29 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Difficult

10) OJJDP Page Ref: 31 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Difficult 11) Possession of stolen property Page Ref: 29 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Difficult 12) The International Association of Chiefs of Police (IACP) Page Ref: 30 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Difficult Answers: 9) B 10) D 11) A 12) C 2.5 Essay Questions 1)

Explain what the Uniform Crime Reports are.

Answer: Uniform Crime Report (UCR) • previously known as official statistics • have been the primary source of knowledge relating to crime • now called Crime in the United States (CIUS) • derived from reports sent by various police departments • are published by FBI on a quarterly and a yearly basis • classify crimes into Part I and Part II offences Page Ref: 29 Objective: Summarize juvenile crime trends and how the data is categorized, measured, and reported Level: Intermediate

2)

What is the purpose of self-report studies?

Answer: Self-report studies • provide fuller and more accurate picture of the amount of crime • contradict or expand on the UCR 120 Copyright © 2024 Pearson Education, Inc.

• • • • • • • •

detail offenders’ demographic characteristics such as: age gender race social class the amount of gang delinquency the extent of drug and alcohol abuse aid evaluation: greater reliance on self-report studies due to limitations of official statistics on juvenile delinquency Page Ref: 33–34 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Intermediate

3)

What is the National Crime Victimization Survey?

Answer: National Crime Victim Survey (NCVS) • In 1972, the U.S. Bureau of the Census began victimization studies to determine as accurately as possible the extent of crime in the United States.

• This data was needed because of the limited information that was available through the UCR. • Gives policy makers a better idea of just how much crime is actually committed.

• Conducted annually by the Bureau of Justice Statistics and administered by the U.S. Census Bureau.

• Victimization surveys are not as widely used, as are the other means of measuring youth crime.

• They add to what is known about delinquency in the United States.

• Limitations include: o Information on status offenses is not included. o Victims may forget the victimizations they experienced. o Victims may state that a specific crime took place within the research year when it actually took place before or after that period.

Page Ref: 38–39 Objective: Describe the context of juvenile victimization Level: Intermediate

2.6 Critical Thinking Questions 1)

Suppose a victim reports a crime to the police and then later reports the same crime during a phone survey by the Bureau of Justice Statistics. Which report would likely be the most accurate?

Answer: The police report would likely be more accurate.

• A police report is generally made close in time to the incident, whereas the National Crime Victimization Survey could be conducted a long time later.

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• •

The victim could forget or confuse details because of the amount of time that has past.

A victim would also be less likely to purposely give false information to the police as opposed to a phone call that has no negative consequences.

Page Ref: 37 Objective: Describe the methods, benefits, and limitations of self-reporting Level: Intermediate 2)

If the government wanted to reduce youth violence and there were extra funds available for anti-violence programs, would it be more beneficial to dedicate the funding to violence against girls or violence against boys? Explain.

Answer: Violence against boys.

• Boys are more likely than girls to become victims of violent crime, which is mostly caused by boys and men.

• A reduction in violence against boys might make a noticeable difference in the general category of violence.

• If the government were interested in preventing sexual assault, it would be best to increase the funding for violence against girls because they are sexually assaulted more than boys.

Page Ref: 38 Objective: Describe the context of juvenile victimization Level: Difficult

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Juvenile Justice in America, 9e (Bartollas) Chapter 3 Causes of Juvenile Crime 3.1 Multiple Choice Questions 1)

The Classical School argues that ________.

A) punishment would deter criminal behavior, provided it was made appropriate to the crime B) the characteristics of individuals should be taken into consideration with the punishments they should receive C) humans do not have free will and are governed by theological determinism D) human beings are governed by static calculus Answer: A Page Ref: 54 Objective: Summarize the principles and influences of the classical school of criminology Level: Intermediate

2)

Rational choice theory in criminology recently ________.

A) applied more to juveniles than adults B) moved away from a strictly rational reasoning model for rational thought C) moved toward a very strict reasoning and rational model of criminal behavior D) held that individuals do not have free will Answer: B Page Ref: 56 Objective: Summarize the principles and influences of the classical school of criminology Level: Intermediate

3)

A judge who imposes a strict sentence upon a criminal in hopes that other criminals who hear about it will choose not to commit a similar crime has exercised what type of deterrence?

A) Direct B) Just deserts C) Specific D) General Answer: D Page Ref: 58 Objective: Summarize the principles and influences of the classical school of criminology Level: Intermediate

4)

Which of the following is true of positivism as it applies to juvenile justice?

A) It argues that criminal and non-criminal youths are the same type of person.

B) It focuses on the power of positive thinking in treating juveniles.

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C) It rejects the view that the individual exercises freedom, possesses reason, and is capable of making choices.

D) It argues that individuals are able to discern and apply reason.

Answer: C Page Ref: 59 Objective: Summarize the principles and influences of the classical school of criminology Level: Intermediate 5)

Positivist reformers, feeling confident they knew how to find its cause, set out to deal with the problem of delinquency and looked at which of the following factors?

A) Bio-social, economical, and deterministic B) Bio-psychological, physiological, and scientific C) Medical, social, and instrumental D) Environmental, biological, and psychological Answer: D Page Ref: 59 Objective: Summarize the principles and influences of the classical school of criminology Level: Difficult

6)

Which of the following would best describe the positivist approach?

A) The Freudian approach holds the major insights into human behavior.

B) Human behavior can be modified to ameliorate crime.

C) The cause of crime is free will and cannot be discovered.

D) Delinquent and non-delinquent youth are basically the same.

Answer: B Page Ref: 59 Objective: Summarize the principles and influences of the classical school of criminology Level: Intermediate

7)

Which of the following theories posits that individuals do NOT exercise freedom when committing criminal or delinquent acts?

A) Deterministic view B) Felicific calculus C) Free will D) Biological positivism Answer: A Page Ref: 59 Objective: Summarize the principles and influences of the classical school of criminology Level: Basic

8)

If you were to predict inner qualities from people’s physical appearance, you would be a proponent of which of the following studies?

A) Psychoanalytic B) Socio-analogy 124 Copyright © 2024 Pearson Education, Inc.

C) Physiognomy D) Psychiatry Answer: C Page Ref: 60 Objective: Describe biological theories of juvenile crime and delinquency Level: Intermediate 9)

Who is considered the father of criminology and the founder of biological positivism?

A) Cesare Lombroso B) Henry Goddard C) Edwin Sutherland D) Ernst Kretschmer Answer: A Page Ref: 60 Objective: Describe biological theories of juvenile crime and delinquency Level: Basic

10) Who developed body type theory?

A) Cesare Lombroso B) Henry Goddard C) Edwin Sutherland D) Ernst Kretschmer Answer: D Page Ref: 60 Objective: Describe biological theories of juvenile crime and delinquency Level: Intermediate 11) Which of the following fields have linked environmental and genetic factors?

A) Socio-economics B) Sociobiology C) Biochemistry D) Psychiatry Answer: B Page Ref: 61 Objective: Describe biological theories of juvenile crime and delinquency Level: Intermediate 12) Which of the following is a common behavior in hyperactive children?

A) Impulsivity B) Inattention C) Excessive motor activity D) All of the above Answer: D Page Ref: 61 125 Copyright © 2024 Pearson Education, Inc.

Objective: Describe biological theories of juvenile crime and delinquency Level: Basic 13) Sociobiology has looked to neuropsychological factors in relation to ________.

A) temperament and negative behavior B) disorders manifested in adults C) sex-linked traits D) social conditioning Answer: A Page Ref: 61 Objective: Describe biological theories of juvenile crime and delinquency Level: Intermediate 14) A 10-year-old’s inability to control sexual and aggressive drives would be best explained by which theory?

A) Reinforcement B) Psychoanalytical C) Social process D) Rational choice Answer: B Page Ref: 61 Objective: Describe psychological theories of juvenile crime and delinquency Level: Intermediate 15) What is one flaw in Wilson’s and Herrnstein’s approach?

A) Their theory basically rejects the complex mechanisms of society as contributing to delinquency.

B) Its inability to relate the approach to variables such as gender, age, schools, communities, and labor markets C) It combines bio-social and psychological research with rational choice theory.

D) It takes the social context of crime into consideration, which is inconsistent.

Answer: A Page Ref: 63 Objective: Describe psychological theories of juvenile crime and delinquency Level: Intermediate 16) If you believed that the motivation to become involved in criminal activities is intrinsic in lower-class culture, you would be a proponent of which theory?

A) Lifestyle B) Psychoanalytical C) Biological D) Cultural deviance Answer: D Page Ref: 64 126 Copyright © 2024 Pearson Education, Inc.

Objective: Describe sociological theories of juvenile crime and delinquency Level: Intermediate 17) Which of the following refers to theories that examine the interactions between people and their environments?

A) Social power theories B) Power conflict C) Social process theories D) Social strain Answer: C Page Ref: 66 Objective: Describe sociological theories of juvenile crime and delinquency Level: Intermediate 18) Which theory helps explain why a young male with tattoos and body piercings that is stopped often by police because of his appearance might turn to crime?

A) Differential association B) Social control C) Containment D) Labeling Answer: D Page Ref: 67 Objective: Describe sociological theories of juvenile crime and delinquency Level: Intermediate 19) What sociological theory of delinquency has seen a large amount of empirical support and emphasizes the important of peers and attitudes?

A) Strain theory B) Social bond theory C) Differential association theory D) Labeling theory Answer: C Page Ref: 64 Objective: Describe sociological theories of juvenile crime and delinquency Level: Intermediate 20) What did Toro, Dworsky, and Fowler (2007) find out about youth homelessness?

A) Their offenses are generally violent, but not recurring.

B) Youthful offenders are likely to experience homelessness disproportionately.

C) Youthful offenders experience homelessness equally with adult offenders.

D) Homeless youth are not likely to have contact with the juvenile justice system for offenses such as panhandling.

Answer: B Page Ref: 69 127 Copyright © 2024 Pearson Education, Inc.

Objective: Describe sociological theories of juvenile crime and delinquency Level: Intermediate 21) Opening Doors: Federal Strategic Plan to Prevent and End Homelessness sets the goal of ending homelessness for youth in how long?

A) 10 years B) 40 years C) 30 years D) 20 years Answer: A Page Ref: 69 Objective: Describe sociological theories of juvenile crime and delinquency Level: Basic 22) Which of the following paths would Moffitt argue is how delinquency proceeds?

A) Early-onset, persistent offenders, and adolescence-limited offenders B) Late-onset, non-persistent offenders, and adolescence-limited offenders C) Late-onset, persistent offenders, and lifelong offenders D) Early-onset, persistent offenders, and lifelong offenders Answer: A Page Ref: 70 Objective: Summarize integrated theories of juvenile crime and delinquency Level: Difficult 23) Research on Gottfredson and Hischi’s general theory of crime finds which of the following about the relationship between low self-control and crime?

A) It is strong for boys but weak for girls.

B) Although strong, the relationship is weaker than peers and attitudes.

C) It is strong regardless of measure and sample.

D) It strong for youth but weak for adults.

Answer: C Page Ref: 71 Objective: Summarize integrated theories of juvenile crime and delinquency Level: Intermediate 24) Which theory contends that the experience of living in socially disorganized areas leads youths to develop weak bonds with conventional groups, activities, and norms?

A) Weakening theory B) Integrated social process theory C) General theory of crime D) Interactional theory

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Answer: B Page Ref: 71 Objective: Summarize integrated theories of juvenile crime and delinquency Level: Intermediate 3.2 True/False Questions 1)

Jeremy Bentham, a nineteenth-century Italian forensic psychiatrist, is frequently regarded as the founder of biological positivism.

Answer: FALSE Page Ref: 55 Objective: Summarize the principles and influences of the classical school of criminology Level: Difficult

2)

The free-will view is that offenders decide rationally to commit crime.

Answer: TRUE Page Ref: 55 Objective: Summarize the principles and influences of the classical school of criminology Level: Difficult

3)

The psychological origins of delinquency came to be more widely accepted than either the environmental or the biological origins.

Answer: TRUE Page Ref: 59 Objective: Summarize the principles and influences of the classical school of criminology Level: Basic

4)

The study of physiognomy attempts to discern inner qualities through outward appearance.

Answer: TRUE Page Ref: 60 Objective: Describe biological theories of juvenile crime and delinquency Level: Basic

5)

The first period of biological positivism was characterized by the nature-nurture debate.

Answer: TRUE Page Ref: 60 Objective: Describe biological theories of juvenile crime and delinquency Level: Basic

6)

Theory of physical abnormalities was developed by Henry Goddard.

Answer: FALSE Page Ref: 60 Objective: Describe biological theories of juvenile crime and delinquency Level: Basic 129 Copyright © 2024 Pearson Education, Inc.

7)

According to Sutherland, lower IQs of offenders were related more to testing methods and scoring than the offenders’ actual mental abilities.

Answer: TRUE Page Ref: 60 Objective: Describe biological theories of juvenile crime and delinquency Level: Basic

8)

Reinforcement theory states that behavior is governed by its consequent rewards and punishments, as reflected in the history of the individual.

Answer: TRUE Page Ref: 63 Objective: Describe psychological theories of juvenile crime and delinquency Level: Intermediate

9)

A psychopath is the opposite of a sociopath.

Answer: FALSE Page Ref: 62 Objective: Describe psychological theories of juvenile crime and delinquency Level: Intermediate

10) Social control theory argues that the lower-class culture is characterized by a set of focal concerns, or values, that command widespread attention and a high degree of social involvement.

Answer: FALSE Page Ref: 67 Objective: Describe sociological theories of juvenile crime and delinquency Level: Difficult 11) Cultural deviance theory links delinquent behavior to the bond an individual has with conventional social groups, such as the family and the school.

Answer: FALSE Page Ref: 64 Objective: Describe sociological theories of juvenile crime and delinquency Level: Difficult 12) The Marxist perspective views the state and the law itself as ultimate tools of the economic interests of the ownership class.

Answer: TRUE Page Ref: 68 Objective: Describe sociological theories of juvenile crime and delinquency Level: Intermediate 13) A child living in a car would not be considered homeless.

Answer: FALSE Page Ref: 69

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Objective: Describe sociological theories of juvenile crime and delinquency Level: Intermediate 14) An explanatory model that expands and synthesizes traditional strain, social control, and social learning perspectives into a single paradigm is the integrated social process theory.

Answer: TRUE Page Ref: 71 Objective: Summarize integrated theories of juvenile crime and delinquency Level: Difficult 15) General Theory of Crime defines lack of self-control as the common factor underlying problem behaviors.

Answer: TRUE Page Ref: 71 Objective: Summarize integrated theories of juvenile crime and delinquency Level: Basic 16) In Thornberry’s interactional theory of delinquency, the initial impetus toward delinquency comes from a strengthening of the person’s bond to conventional society.

Answer: FALSE Page Ref: 71 Objective: Summarize integrated theories of juvenile crime and delinquency Level: Difficult 17) The project on human development in Chicago neighborhoods lacked support from the National Institute of Justice.

Answer: FALSE Page Ref: 73 Objective: Summarize integrated theories of juvenile crime and delinquency Level: Difficult 3.3 Short Answer Questions 1)

The doctrine of free will was substituted for the widely accepted concept of theological ________, which saw humans as predestined to do certain actions.

Answer: determinism Page Ref: 54 Objective: Summarize the principles and influences of the classical school of criminology Level: Difficult

2)

________ is the goal of punishment designed to prevent others from committing similar crimes.

Answer: Deterrence Page Ref: 58

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Objective: Summarize the principles and influences of the classical school of criminology Level: Difficult 3)

According to ________, human behavior is but one more facet of a universe that is part of a natural order.

Answer: positivism Page Ref: 59 Objective: Summarize the principles and influences of the classical school of criminology Level: Intermediate

4)

According to Lombroso, the born ________ was atavistic.

Answer: criminal Page Ref: 60 Objective: Describe biological theories of juvenile crime and delinquency Level: Difficult

5)

In the second half of the twentieth century, sociobiologists began to link ________ and environmental factors.

Answer: genetic Page Ref: 61 Objective: Describe biological theories of juvenile crime and delinquency Level: Difficult

6)

________ is regarded as the father of criminology and the founder of biological positivism.

Answer: Lombroso Page Ref: 60 Objective: Describe biological theories of juvenile crime and delinquency Level: Difficult

7)

Sigmund Freud’s ________ theory was based on a biological determinist view of human behavior.

Answer: psychoanalytic Page Ref: 61 Objective: Describe psychological theories of juvenile crime and delinquency Level: Intermediate

8)

________ seeking is defined “as an individual’s need for varied, novel, and complex sensations and experiences and the willingness to take physical and social risks for the sake of such experience.

Answer: Sensation Page Ref: 62 Objective: Describe psychological theories of juvenile crime and delinquency Level: Difficult

9)

The ________ (also known as sociopath) is acknowledged as the personality of the hardcore juvenile offender.

Answer: psychopath 132 Copyright © 2024 Pearson Education, Inc.

Page Ref: 62 Objective: Describe psychological theories of juvenile crime and delinquency Level: Intermediate 10) Social ________ theory views crime as resulting from the breakdown of social control.

Answer: disorganization Page Ref: 64 Objective: Describe sociological theories of juvenile crime and delinquency Level: Difficult 11) The cultural goal of American society, according to Merton, is ________.

Answer: success Page Ref: 65 Objective: Describe sociological theories of juvenile crime and delinquency Level: Difficult 12) A study found that lack of peer support, depression, and substance abuse predict traumarelated ________ among youth who have run away from home.

Answer: anger Page Ref: 69 Objective: Describe sociological theories of juvenile crime and delinquency Level: Intermediate 13) Special-population residents are the crossover youth and youth experiencing ________.

Answer: homelessness Page Ref: 69 Objective: Describe sociological theories of juvenile crime and delinquency Level: Difficult 14) The two constructs of self-control and ________ are intended to capture the simultaneous influence of external and internal restraints on behavior.

Answer: opportunity Page Ref: 71 Objective: Summarize integrated theories of juvenile crime and delinquency Level: Intermediate 15) ________ control is the degree to which an individual is “vulnerable to the temptations of the moment.”

Answer: Self Page Ref: 71 Objective: Summarize integrated theories of juvenile crime and delinquency Level: Intermediate 16) The Los Angeles Family and Neighborhood Survey (LAFANS) seeks to answer the question of what makes a neighborhood a(n) ________ place to live.

Answer: positive Page Ref: 73 133 Copyright © 2024 Pearson Education, Inc.

Objective: Summarize integrated theories of juvenile crime and delinquency Level: Difficult 3.4 Matching Questions Match each term with its description.

A) Reverting to an earlier evolutionary time B) Human behavior is part of a natural order C) Sociopath D) Seeking a balance of pleasure and pain 1)

Positivism Page Ref: Multiple Objective: Multiple Level: Intermediate

2)

Atavism Page Ref: 60 Objective: Multiple Level: Intermediate

3)

Psychopath Page Ref: 62-63 Objective: Multiple Level: Intermediate

4)

Felicific calculus Page Ref: 55 Objective: Multiple Level: Intermediate Answers: 1) B 2) A 3) C 4) D Match each term with its description.

A) Co-founder of the classical school B) The father of criminology C) Co-founder of social disorganization theory D) Psychoanalytic theorist

5)

Cesare Beccaria Page Ref: 54 Objective: Multiple Level: Difficult

6)

Cesare Lombroso Page Ref: 60 134 Copyright © 2024 Pearson Education, Inc.

Objective: Multiple Level: Difficult 7)

Sigmund Freud Page Ref: 61 Objective: Multiple Level: Difficult

8)

Clifford R. Shaw Page Ref: 64 Objective: Multiple Level: Difficult Answers: 5) A 6) B 7) D 8) C Match each term with its description.

A) Containment theory B) Social control theory C) Differential association theory D) Labeling perspective

9)

Walter Reckless Page Ref: 66 Objective: Multiple Level: Difficult

10) Edwin Sutherland Page Ref: 66 Objective: Multiple Level: Difficult 11) Travis Hirschi Page Ref: 67 Objective: Multiple Level: Difficult 12) Edwin Lemert Page Ref: 67 Objective: Multiple Level: Difficult Answers: 9) A 10) C 11) B 12) D

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3.5 Essay Questions 1)

What are the objectives of punishment according to Jeremy Bentham?

Answer: The objectives of punishment: • To prevent all offenses if possible • To persuade a person to commit a less serious crime • To convince a person from doing no more mischief than is necessary to his purpose • To prevent crime at as small a cost to society as possible Page Ref: 55 Objective: Summarize the principles and influences of the classical school of criminology Level: Basic

2)

What is hyperactive or attention-deficit disorder, and what are its common features?

Answer: • Children who exhibit an inordinate amount of movement as compared with peers are often labeled hyperactive or as having an attention-deficit disorder • The three common behaviors are impulsivity (shifts quickly from one activity to another), inattention (is easily distracted and does not want to listen), and excessive motor activity (cannot sit still, runs about, is talkative, and noisy).

• Educators note that ADHD children have difficulty staying on task, sustaining academic achievement in school, maintaining control over their behavior, and remaining cognitively organized.

Page Ref: 61 Objective: Describe biological theories of juvenile crime and delinquency Level: Intermediate

3)

Describe the traits of a psychopath.

Answer: The psychopath: • Has a conduct disorder • Antisocial personality • Cunning and manipulative • Giving false impressions to others • Lack of remorse or guilt • Callousness and lack of empathy • Lack of realistic long-term goals • Impulsivity • Failure to accept responsibility for one’s actions Page Ref: 62–63 Objective: Describe psychological theories of juvenile crime and delinquency Level: Intermediate

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4)

Describe Shaw and McKay’s social disorganization theory. Describe the area where delinquency flourished. How did they show support for the role of the environment and crime? In what ways did disorganized communities allow delinquency to abound?

Answer: • Shaw and McKay found that delinquency was high in the “Zone in Transition” a place marked by poor economic status, population mobility, and physically deteriorated and condemned buildings.

• They found that regardless of the ethnic group that lived in the Zone in Transition, the rates of juvenile delinquency remained high, which underlines the importance of the social environment’s influence on crime.

• Shaw and McKay noted two ways that disorganized communities encouraged delinquency: o The weakening of informal controls o The transmission of cultural values Page Ref: 64 Objective: Describe sociological theories of juvenile crime and delinquency Level: Intermediate

3.6 Critical Thinking Questions 1)

Which goal or philosophy of punishment would a proponent of positivism likely support for a 19-year-old serial killer of 5 victims?

Answer: Rehabilitation • Positivists reject the view that the individual exercises freedom, possesses reason, and is capable of making choices.

• Therefore, positivists are against punishment and argue in favor of rehabilitation.

Page Ref: 58–59 Objective: Summarize the principles and influences of the classical school of criminology Level: Difficult

2)

Mark, a 15-year-old Hispanic boy, lives in a low-income area where it is common for youth to join gangs and become involved in criminal activity. His family is religious and Mark is a youth leader at his church. He is the vice president in the school student council and competes on the school’s debate team. He has several friends, including some that have arrest records, but he does not get involved in crime, nor gang activity. Which social theory would best explain why Mark refrains from criminal activity?

Answer: Social control theory • Social control theory (under the umbrella of social process) credits the bond an individual has with groups, such as the family and the school, for not getting involved in criminal activity.

Page Ref: 67 Objective: Describe sociological theories of juvenile crime and delinquency Level: Difficult 137 Copyright © 2024 Pearson Education, Inc.

Juvenile Justice in America, 9e (Bartollas) Chapter 4 Gender and Juvenile Justice 4.1 Multiple Choice Questions 1)

Which of the following is atypical of a female juvenile offender?

A) From an unstable family background B) A history of healthy relationships with her parents, especially her father C) 13 to 18 years old D) Mental health issues Answer: B Page Ref: 82 Objective: Describe the social context of gender roles and delinquency Level: Basic

2)

Researchers generally believe that the first step along girls’ pathway into the juvenile justice system is ________.

A) victimization B) substance abuse C) acting out D) psychiatric disorder Answer: A Page Ref: 82 Objective: Describe the social context of gender roles and delinquency Level: Basic

3)

Researchers generally believe that the second step along girls’ pathway into the juvenile justice system is ________.

A) victimization B) substance abuse C) acting out D) psychiatric disorder Answer: B Page Ref: 82 Objective: Describe the social context of gender roles and delinquency Level: Basic

4)

Researchers generally believe that the third step along girls’ pathway into the juvenile justice system is ________.

A) victimization B) substance abuse

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C) acting out D) psychiatric disorder Answer: C Page Ref: 82 Objective: Describe the social context of gender roles and delinquency Level: Basic 5)

The blocked opportunity concept is related to which of the following explanations of girls’ delinquency?

A) Psychological explanations B) Constitutional explanations C) Sociological explanations D) Biological explanations Answer: C Page Ref: 85 Objective: Outline the various explanations for why adolescent females become involved in offending Level: Intermediate

6)

Which of the following theories explains why offenders who experience stresses from high aspirations and lack of opportunity may commit crimes?

A) Interactionist theory B) Routine activities theory C) Power-control theory D) General strain theory Answer: D Page Ref: 85 Objective: Outline the various explanations for why adolescent females become involved in offending Level: Intermediate

7)

Which of the following has addressed the innate female nature and its relationship to deviant behavior?

A) Psychological explanations B) Constitutional explanations C) Biological explanations D) Sociological explanations Answer: A Page Ref: 83 Objective: Outline the various explanations for why adolescent females become involved in offending Level: Intermediate

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8)

Which of the following theories examines adolescent girls’ sexual and physical victimization at home and its relationship to crime?

A) Masculinity hypothesis B) Feminist theory of delinquency C) Blocked opportunity theory D) Interactionist theory of delinquency Answer: B Page Ref: 86 Objective: Describe a feminist theory of delinquency Level: Intermediate

9)

Which of the following choices is one of the reasons for female delinquency according to Chesney-Lind?

A) Girls are innately criminal minded but normally have more controls placed on them than boys.

B) They turn to crime to feel superior to the oppressive gender.

C) As girls run away from abusive homes characterized by sexual abuse and parental neglect, they are forced into the life of an escaped prisoner.

D) Crime is the means to gain the respect they have been stripped of by the dominant culture.

Answer: C Page Ref: 86 Objective: Describe a feminist theory of delinquency Level: Intermediate

10) Which of these choices is a reason why girls who are on the streets due to impoverished homes turn to crimes that exploit their sexuality?

A) It is a subconscious way to self-defeat through guilt and shame.

B) The money they make is more than they have ever had and too hard to turn down.

C) They have an inner urge they can’t resist once controls are removed.

D) Apart from their sexuality, these girls have little value to trade and feel compelled to utilize their one resource.

Answer: D Page Ref: 86 Objective: Describe a feminist theory of delinquency Level: Basic 11) What is the likely reason why girls who have run away from home are forced to engage in panhandling, petty theft, and often sex work to survive?

A) The person who harbors them forces them to do so.

B) They are unable to enroll in school or take a job to support themselves because of fear of detection.

C) To support their alcohol addiction D) Due to the early onset of shingles 140 Copyright © 2024 Pearson Education, Inc.

Answer: B Page Ref: 86 Objective: Describe a feminist theory of delinquency Level: Intermediate 12) Which of the following is true regarding female use of drugs and alcohol?

A) Female high school seniors are less likely than male high school students to smoke cigarettes.

B) Comparative studies reveal an increase in gender differences among adolescent drug users in the past decade and a half.

C) Female and male high school seniors use alcohol and marijuana at about the same rates.

D) Presented with the opportunity to do drugs, girls tended to use at higher rates than boys.

Answer: C Page Ref: 88 Objective: Identify the relationship between adolescent male and female offending Level: Intermediate 13) Which of the following did Phelps and colleagues determine through a survey of almost 200 female youths in the Wisconsin juvenile justice system?

A) Girls were 16 percent less likely than boys to be arrested for a status offense.

B) A high percentage of inmates engaged in sex work on the street and had been abused sexually as juveniles.

C) A direct link exists between female youths living in poverty and later criminal careers.

D) Approximately 79 percent had been subjected to physical abuse that resulted in some form of injury.

Answer: D Page Ref: 89 Objective: Identify the relationship between adolescent male and female offending Level: Intermediate 14) In which of the following developmental paths of delinquency do the majority of male delinquent youth begin offending during their adolescent years and desist from delinquent behaviors around their eighteenth birthday?

A) Adolescence-limited B) Life-course persistent C) Persistent offenders D) Early-onset Answer: A Page Ref: 88 Objective: Identify the relationship between adolescent male and female offending Level: Basic

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15) Which of the following factors, affecting social construction of crime data on girls’ increased rates of violence, refers to zero tolerance policies?

A) Bootstrapping B) Rediscovery C) Upcriming D) Relabeling Answer: C Page Ref: 90 Objective: Identify the relationship between adolescent male and female offending Level: Intermediate 16) Which of the following is INACCURATE regarding LGBTQ youths in the juvenile justice system?

A) Their representation in the juvenile justice system is higher than their representation in the general population.

B) They are more likely to experience physical and sexual abuse.

C) They have more protective factors than other youth in the system.

D) They are more likely to run away from home.

Answer: C Page Ref: 90 Objective: Describe how gender affects the processing of adolescent females in the juvenile justice system Level: Intermediate 17) Rosemary Sarri claimed that the attitudes and ideologies of juvenile justice practitioners administering the law might lead officials to give girls longer sentences than boys. Under what guise are such practitioners operating?

A) Protecting family members from violent female siblings B) Punishing the parents of girls C) Protecting the girls D) Narrowing the gap between lower-class and middle-class delinquency rates Answer: C Page Ref: 90 Objective: Describe how gender affects the processing of adolescent females in the juvenile justice system Level: Intermediate 18) Which of the following is a reason that discriminatory treatment of female status offenders may be declining?

A) The passage of the Juvenile Justice and Delinquency Prevention Act B) Fear of reprisal C) Changes in media protocols D) Altered hiring practices Answer: A 142 Copyright © 2024 Pearson Education, Inc.

Page Ref: 91 Objective: Describe how gender affects the processing of adolescent females in the juvenile justice system Level: Intermediate 19) The theory of cognitive transformation to explain desistance, or the dropping out of committing crime, was developed by whom?

A) Brown and Stein B) Silbert and Pines C) Chesney-Lind and Rodriguez D) Peggy C. Giordano and her colleagues Answer: D Page Ref: 93 Objective: Identify the relationship between class and delinquency Level: Basic 20) Which of the following would be accurate regarding the risks confronted by adolescent girls of the lower class, compared to adolescent girls of the middle and upper classes?

A) Girls of the lower class are more likely to attend college.

B) Girls of the lower class tend to have strong and supportive networks at home.

C) Girls of the lower class tend to have more unsatisfactory experiences at school.

D) Girls of the lower class tend to experience lower rates of sexual abuse.

Answer: C Page Ref: 92 Objective: Identify the relationship between class and delinquency Level: Basic 21) Which of the following is a form of exploitation by adolescent girls?

A) Medium institution B) Gender selection C) Class oppression D) Survival reaction Answer: C Page Ref: 92 Objective: Identify the relationship between class and delinquency Level: Basic 22) Which of the following is a true statement?

A) Surprisingly few urban girls identified by police as gang members have been drawn from low-income groups.

B) Researchers fail to examine or talk to girls about their economic and political situations.

C) Traditional theories successfully address the life situations of girls on the economic and political margins.

D) Bowker and Klein showed there was no correlation between class and racism.

Answer: B 143 Copyright © 2024 Pearson Education, Inc.

Page Ref: 92 Objective: Identify the relationship between class and delinquency Level: Difficult 4.2 True/False Questions 1)

Substance abuse is highly correlated with early childhood sexual victimization, mostly among girls of color.

Answer: FALSE Page Ref: 82 Objective: Describe the social context of gender roles and delinquency Level: Difficult

2)

Aggressive gang behavior is just as typical of boys as it is of girls.

Answer: FALSE Page Ref: 82 Objective: Describe the social context of gender roles and delinquency Level: Basic

3)

Girls run away from home more frequently than boys do.

Answer: TRUE Page Ref: 82 Objective: Describe the social context of gender roles and delinquency Level: Basic

4)

Researchers generally believe that the first step along girls’ pathway into the juvenile justice system is a psychiatric disorder.

Answer: FALSE Page Ref: 82 Objective: Describe the social context of gender roles and delinquency Level: Intermediate

5)

The feminist theory of delinquency examines adolescent girls’ sexual and physical victimization at home and the relationship between these experiences and their crimes.

Answer: TRUE Page Ref: 83 Objective: Outline the various explanations for why adolescent females become involved in offending Level: Intermediate

6)

Biological and constitutional explanations of female delinquency focus on biopsychological vulnerability factors related to girls’ delinquency.

Answer: TRUE Page Ref: 83

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Objective: Outline the various explanations for why adolescent females become involved in offending Level: Intermediate 7)

The feminist theory of delinquency argues that girls’ victimization and the relationship between that experience and girls’ crime are largely ignored.

Answer: TRUE Page Ref: 86 Objective: Describe a feminist theory of delinquency Level: Basic

8)

According to Meda Chesney-Lind, a major reason for girls’ presence in juvenile court is their parents’ insistence on their arrest.

Answer: TRUE Page Ref: 86 Objective: Describe a feminist theory of delinquency Level: Intermediate

9)

As girls run away from abusive homes characterized by sexual abuse and parental neglect, they are forced into the life of an escaped prisoner.

Answer: TRUE Page Ref: 88 Objective: Describe a feminist theory of delinquency Level: Basic

10) Upcriming refers to policies, such as “zero tolerance policies,” which have the effect of increasing the severity of criminal penalties associated with particular offenses, such as minor forms of fighting and school bullying.

Answer: TRUE Page Ref: 90 Objective: Identify the relationship between adolescent male and female offending Level: Intermediate 11) Female adolescents are more likely than male adolescents to be involved in heavy, or binge, drinking.

Answer: FALSE Page Ref: 88 Objective: Identify the relationship between adolescent male and female offending Level: Basic 12) The second Philadelphia cohort study found that girls were two and a half times more likely than boys to become involved in delinquent acts.

Answer: FALSE Page Ref: 88 Objective: Identify the relationship between adolescent male and female offending Level: Basic

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13) LGBTQ youth have an increased risk of being placed in a group home and experiencing homelessness.

Answer: TRUE Page Ref: 90 Objective: Describe how gender affects the processing of adolescent females in the juvenile justice system Level: Intermediate 14) LGBTQ youth experience similar levels of mood disorders, anxiety, and depression.

Answer: FALSE Page Ref: 90 Objective: Describe how gender affects the processing of adolescent females in the juvenile justice system Level: Intermediate 15) Female status offenders, as previously indicated, were more likely than their male counterparts to be confined in juvenile institutions.

Answer: TRUE Page Ref: 91 Objective: Describe how gender affects the processing of adolescent females in the juvenile justice system Level: Intermediate 16) Adolescents from middle-class homes don’t get into dire situations for economic survival if they run away from abusive environments.

Answer: FALSE Page Ref: 92 Objective: Identify the relationship between class and delinquency Level: Intermediate 17) Longitudinal studies usually reveal that delinquent careers do not differ by gender.

Answer: FALSE Page Ref: 92 Objective: Identify the relationship between class and delinquency Level: Intermediate 18) Traditional theories have consistently addressed the life situations of girls on the economic and political margins, because researchers make it a point to examine the situations or talk with these girls personally.

Answer: FALSE Page Ref: 82 Objective: Identify the relationship between class and delinquency Level: Intermediate

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4.3 Short Answer Questions 1)

North Carolina’s Research Triangle Institute formed the Girls ________ Group with the goal of developing a research foundation that will enable communities to make sound decisions about how best to prevent and reduce delinquency and violence by girls.

Answer: Study Page Ref: 81 Objective: Describe the social context of gender roles and delinquency Level: Intermediate

2)

Children socialize into preexisting ________ arrangements and construct understanding of themselves and how they relate to others in terms of these frameworks.

Answer: gender Page Ref: 80 Objective: Describe the social context of gender roles and delinquency Level: Intermediate

3)

The first step along girls’ pathway into the juvenile justice system is ________.

Answer: victimization Page Ref: 82 Objective: Describe the social context of gender roles and delinquency Level: Intermediate

4)

Girls become involved in sex work ________ frequently than boys do.

Answer: more Page Ref: 82 Objective: Describe the social context of gender roles and delinquency Level: Basic

5)

Those who support the gender ________ position usually examine social learning, delinquent peer relationships, social bonding, the family, and deterrence and strain.

Answer: neutral Page Ref: 83 Objective: Outline the various explanations for why adolescent females become involved in offending Level: Intermediate

6)

________ theory focuses on the reaction to delinquency, both the formal reaction by the justice system and the informal reaction by parents, teachers, community residents, and friends.

Answer: Labeling Page Ref: 86 Objective: Outline the various explanations for why adolescent females become involved in offending Level: Intermediate 147 Copyright © 2024 Pearson Education, Inc.

7)

Chesney-Lind developed four ________ on the feminist theory of delinquency.

Answer: propositions Page Ref: 88 Objective: Describe a feminist theory of delinquency Level: Intermediate

8)

The female theory of ________ addresses childhood victimization and the ways in which discrimination and oppression, based on a juvenile’s race or gender, can shape experiences, options, and identity.

Answer: delinquency Page Ref: 86 Objective: Describe a feminist theory of delinquency Level: Basic

9)

The latest publication of the Monitoring the Future study indicates that the nation has experienced a “generation history gap” in people’s understanding of the harmful effects of ________.

Answer: drugs Page Ref: 89 Objective: Identify the relationship between adolescent male and female offending Level: Intermediate

10) Silbert and Pines’s study found that a high percentage of street ________ had been abused sexually as juveniles.

Answer: sex workers Page Ref: 89 Objective: Identify the relationship between adolescent male and female offending Level: Intermediate 11) ________ youth have increased risk factors, including physical/sexual abuse, bullying, parental rejection, and running away from home.

Answer: LGBTQ Page Ref: 90 Objective: Describe how gender affects the processing of adolescent females in the juvenile justice system Level: Intermediate 12) Rosemary C. Sarri concluded that girls have a greater probability of being detained and held for longer periods than boys, even though the overwhelming majority of girls are charged with ________ offenses.

Answer: status Page Ref: 90 Objective: Describe how gender affects the processing of adolescent females in the juvenile justice system Level: Intermediate

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13) Class ________ is a form of exploitation experienced by an adolescent female.

Answer: oppression Page Ref: 92 Objective: Identify the relationship between class and delinquency Level: Intermediate 14) Adolescent girls of the lower class tend to confront higher ________ than adolescent girls of the middle and upper classes.

Answer: risks Page Ref: 92 Objective: Identify the relationship between class and delinquency Level: Intermediate 4.4 Matching Questions Match each term with its description.

A) Founded Interactionist Theory of Delinquency B) Proposed a feminist theory of delinquency C) Formed the Girls Study Group D) Proposed the power-control theory 1)

North Carolina Research Triangle Institute Page Ref: Multiple Objective: Multiple Level: Difficult

2)

Meda Chesney-Lind Page Ref: Multiple Objective: Multiple Level: Difficult

3)

John Hagan Page Ref: Multiple Objective: Multiple Level: Difficult

4)

Karen Heimer Page Ref: Multiple Objective: Multiple Level: Difficult Answers: 1) C 2) B 3) D 4) A

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Match each term with its description.

A) Girls have more social bonds and less delinquency.

B) Girls who associate with delinquent youth are influenced by them.

C) Girls accept that they have fewer aspirations than boys.

D) High aspirations not attainable could cause delinquency.

5)

General strain theory Page Ref: Multiple Objective: Multiple Level: Difficult

6)

Blocked opportunity theory Page Ref: Multiple Objective: Multiple Level: Difficult

7)

Social learning theory Page Ref: Multiple Objective: Multiple Level: Difficult

8)

Social control theory Page Ref: Multiple Objective: Multiple Level: Difficult Answers: 5) D 6) C 7) B 8) A

9)

Match each term with its description.

A) A book by Peggy Orenstein B) A theoretical approach by Freda Adler C) Changing status offenses to criminal charges D) A form of female exploitation Class oppression Page Ref: Multiple Objective: Multiple Level: Difficult

10) Bootstrapping Page Ref: Multiple Objective: Multiple Level: Difficult

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11) Schoolgirls Page Ref: Multiple Objective: Multiple Level: Difficult 12) Masculinity Hypothesis Page Ref: Multiple Objective: Multiple Level: Difficult Answers: 9) D 10) C 11) A 12) B 4.5 Essay Questions 1)

Describe a typical female juvenile offender.

Answer: Female juvenile offender: • She is 13 to 18 years old.

• She has experienced academic failure, truancy, and dropping out.

• She has a history of repeated victimization, especially physical, sexual, and emotional abuse.

• She is from an unstable family background that includes involvement in the criminal justice system, lack of connectedness, and social isolation.

• She has a history of unhealthy dependent relationships, especially with older boys/men.

• She has mental health issues, including a history of substance abuse.

• She is apt to be a member of a community of color.

Page Ref: 82 Objective: Describe the social context of gender roles and delinquency Level: Intermediate

2)

Explain Chesney-Lind’s propositions on the feminist theory of delinquency.

Answer: Propositions on the feminist theory of delinquency: • Girls are frequently the victims of sexual abuse.

• Victimizers may utilize official agencies to keep victims at home and vulnerable.

• As girls run away from home, they are forced to survive on the streets and become involved in various forms of crime.

• On the streets, they become involved in various forms of criminal activity that exploits their sexuality Page Ref: 88 Objective: Describe a feminist theory of delinquency Level: Intermediate

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3)

Describe some of the challenges and risk factors faced by LGBTQ youth in the juvenile justice system.

Answer: • They are more likely to have experienced childhood sexual and physical abuse.

• They may also experience verbal and physical abuse from their families because of rejection of their sexual orientation, gender identity, or nonconforming sexual behavior.

• They are more likely to have reported attempting suicide.

• They are more likely to use illegal drugs.

• They are more likely to run away from home because of family rejection.

• There is increased risk that they will be placed in foster care or experience homelessness.

• They are more likely to be at higher risk for depression, mood, and anxiety disorders.

Page Ref: 90 Objective: Describe how gender affects the processing of adolescent females in the juvenile justice system Level: Intermediate

4.6 Critical Thinking Questions 1)

A 15-year-old female appeared in front of a judge for her first offense, which was a misdemeanor assault charge against another student at her school. A 16- year-old male also appeared in front of the same judge for his 1st offense of theft. One of the defendants got probation and the other was sentenced to detention. Based on cohort studies, which defendant would likely be the one who was placed on probation?

Answer: The male defendant would be more likely to be placed on probation.

• There is a tendency to give girls longer sentences than boys, under the guise of “protecting” the female juveniles.

• Female status offenders are more likely than their male counterparts to be petitioned to formal court proceedings, to be placed in pre-adjudicatory detention confinement, and to be confined in juvenile institutions.

Page Ref: 91 Objective: Describe how gender affects the processing of adolescent females in the juvenile justice system Level: Difficult

2)

A 16-year-old female and her 17-year-old boyfriend were arrested for burglary and theft. It was a first offense for both juveniles. The judge sentenced the female to 1 year of detention, but let her boyfriend off easier with only 6 months of detention. Which corollaries of gender inequality on page 82 in the text best explain what happened?

Answer: • Girls have a greater probability of being detained and held for longer periods than boys.

Page Ref: 91

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Objective: Describe how gender affects the processing of adolescent females in the juvenile justice system Level: Difficult

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Juvenile Justice in America, 9e (Bartollas) Chapter 5 The Prevention of Delinquency 5.1 Multiple Choice Questions 1)

Primary prevention programs ________.

A) focus on modifying conditions in the physical and social environment that lead to delinquency B) intervene in the lives of high-risk juveniles or groups identified as being in circumstances that dispose them toward delinquency C) take place in diversionary programs in which youngsters in trouble are diverted from formal juvenile justice programs D) tertiary prevention also takes place in traditional rehabilitation programs Answer: A Page Ref: 99 Objective: Explain the historical importance of delinquency prevention programs and summarize their effectiveness Level: Basic

2)

Which of the following programs achieved the most success in the 50 years that it was conducted?

A) Mobilization for Youth in New York City B) The Chicago Area Project (CAP) C) Boston Midcity Project D) Playa in Puerto Rico Answer: B Page Ref: 100 Objective: Explain the historical importance of delinquency prevention programs and summarize their effectiveness Level: Basic

3)

Which of the following is a program set up to emphasize social resistance training to help students identify pressures to use drugs?

A) Multidimensional Treatment Foster Care B) Promoting Alternative Thinking Strategies C) Life Skills Training D) Incredible Years Answer: C Page Ref: 102 Objective: Summarize the various components of the alternative prevention paradigm project Level: Basic 154 Copyright © 2024 Pearson Education, Inc.

4)

Which of the following is a characteristic of violent juvenile and delinquency prevention programs?

A) Create an encouraging environment for delinquent youth B) Stop the penetration of youthful offenders into the juvenile justice system C) Remove teens from the streets D) Create services such as hotlines and drop-in and truancy centers Answer: B Page Ref: 103 Objective: Summarize the various components of the alternative prevention paradigm project Level: Basic

5)

Which of the following is the best-known and largest mentoring program in the nation?

A) Life Skills Training B) Incredible Years C) Bully Prevention Program D) Big Brothers/Big Sisters of America Answer: D Page Ref: 101 Objective: Summarize the various components of the alternative prevention paradigm project Level: Basic

6)

Which of the following seeks to embrace the principles and practices of Dr. Martin Luther King Jr.’s theory of nonviolence?

A) Boston Gun Project B) Positive Youth Development C) Persons Who Believe in Kids D) The Institute of for the Study and Practice of Nonviolence Answer: D Page Ref: 106 Objective: Summarize the various components of the alternative prevention paradigm project Level: Difficult

7)

Which of the following is a basic principle of Positive Youth Development (PYD)?

A) Youth developments must provide participants with an opportunity to learn without always having to be fun.

B) Youth developments must break down racial/ethnic, gender, disability, sexual orientation, and class barriers and stereotypes.

C) Youth development activities must transform outside communities, and not those in which youths live.

D) Youth developments must separate individual and community capacities.

Answer: B 155 Copyright © 2024 Pearson Education, Inc.

Page Ref: 105 Objective: Summarize the various components of the alternative prevention paradigm project Level: Difficult 8)

The Institute for the Study and Practice of Nonviolence seeks to ________.

A) foster community that addresses potentially violent situations with nonviolent solutions B) utilize cognitive behavioral programming C) encourage programming from elementary through high school for “Dreamers” D) use parent management training to teach parents how to discipline youth Answer: A Page Ref: 106 Objective: Summarize the various components of the alternative prevention paradigm project Level: Difficult

9)

Which of the following is an example of a model program that has a parent-training component?

A) Nurse-Family Partnership (NFP) B) Peace Builders C) Perry Preschool D) Functional Family Therapy (FFT) Answer: D Page Ref: 107 Objective: Summarize environmental and institutional prevention programs Level: Difficult

10) What vocational training program for high-risk youths offers pre-apprenticeship training and job training for adjudicated juveniles referred to the program?

A) Project CRAFT B) Washington County Juvenile Leader program C) Pre-Apprenticeship Qualification Training D) Safe Futures Answer: A Page Ref: 108 Objective: Summarize environmental and institutional prevention programs Level: Intermediate 11) Which of the following best describes what police diversion programs do?

A) Give control of youthful offenders to the family B) Give control of youthful offenders to the community C) Give control of youthful offenders to probation officers D) Keep juveniles outside the formal justice system Answer: D 156 Copyright © 2024 Pearson Education, Inc.

Page Ref: 109 Objective: Describe the role of diversion Level: Intermediate 12) Which of the following models for the teen courts has youth attorneys presenting cases to a panel of three youth judges?

A) Adult judge B) Youth judge C) Tribunal D) Peer jury Answer: C Page Ref: 110 Objective: Describe the role of diversion Level: Basic 13) Which of the following states the purpose of juvenile mediation programs best?

A) To restructure the social environment and secondary schools in order to provide fewer opportunities for bullying B) To convince violent offenders to drop gang membership and hold steady jobs C) To get people living with addictions into residential treatment programs and jobs after release D) To get all involved parties to resolve differences without court involvement Answer: D Page Ref: 109 Objective: Describe the role of diversion Level: Intermediate 14) Which of the following has a goal of promoting accountability of both juvenile offenders and those who provide services to them?

A) Multi-systemic therapy B) OJJDP C) Juvenile drug court D) Diversion court Answer: C Page Ref: 110 Objective: Describe the role of diversion Level: Intermediate 5.2 True/False Questions 1)

The results of most prevention programs that have been implemented since the beginning of the twentieth century of these programs have been disappointing.

Answer: TRUE 157 Copyright © 2024 Pearson Education, Inc.

Page Ref: 99 Objective: Explain the historical importance of delinquency prevention programs and summarize their effectiveness Level: Intermediate 2)

The Boston Midcity Project is one program that achieved some success in the 50 years or so that it was conducted.

Answer: FALSE Page Ref: 99 Objective: Explain the historical importance of delinquency prevention programs and summarize their effectiveness Level: Difficult

3)

The Mobilization for Youth programs is an example of primary prevention.

Answer: TRUE Page Ref: 99 Objective: Explain the historical importance of delinquency prevention programs and summarize their effectiveness Level: Intermediate

4)

From the perspective of PYD, adolescents are seen as self-directed, independent individuals.

Answer: TRUE Page Ref: 105 Objective: Summarize the various components of the alternative prevention paradigm project Level: Intermediate

5)

The Institute for the study and Practice of Nonviolence seeks to embrace Dr. Martin Luther King Jr.’s theory of nonviolence.

Answer: TRUE Page Ref: 106 Objective: Summarize the various components of the alternative prevention paradigm project Level: Intermediate

6)

Promoting Alternative Thinking Strategies (PATHS) has resulted in positive behavioral changes related to hyperactivity, peer aggression, and conduct problems.

Answer: TRUE Page Ref: 105 Objective: Summarize the various components of the alternative prevention paradigm project Level: Intermediate

7)

The Nurse-Family Partnership (NFP) is probably the most widely recognized family-based intervention program.

Answer: TRUE Page Ref: 107 158 Copyright © 2024 Pearson Education, Inc.

Objective: Summarize environmental and institutional prevention programs Level: Intermediate 8)

Parental training is consistently viewed as one of the most effective means of preventing delinquency and bringing treatment to young children who have conduct problems.

Answer: TRUE Page Ref: 107 Objective: Summarize environmental and institutional prevention programs Level: Intermediate

9)

Mentoring programs are a relatively new form of community-based prevention programs.

Answer: FALSE Page Ref: 100 Objective: Summarize environmental and institutional prevention programs Level: Intermediate

10) Community and diversion programs primarily offer services to serious offenders.

Answer: FALSE Page Ref: 109 Objective: Describe the role of diversion Level: Intermediate 11) Teen courts tend to catch youths later than regular juvenile courts.

Answer: FALSE Page Ref: 109 Objective: Describe the role of diversion Level: Basic 12) Youth courts do not involve the participation of youth members of the community.

Answer: FALSE Page Ref: 109 Objective: Describe the role of diversion Level: Basic 5.3 Short Answer Questions 1)

________ prevention programs are focused on modifying conditions in the physical and social environment that lead to delinquency.

Answer: Primary Page Ref: 99 Objective: Explain the historical importance of delinquency prevention programs and summarize their effectiveness Level: Intermediate

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2)

An example of primary ________ is the 1960s Mobilization for Youth program, which took place in a 67-block area of Manhattan’s Lower East Side in New York City.

Answer: prevention Page Ref: 99 Objective: Explain the historical importance of delinquency prevention programs and summarize their effectiveness Level: Intermediate

3)

________ prevention programs are directed at the prevention of recidivism among youth with a delinquent history.

Answer: Tertiary Page Ref: 99 Objective: Explain the historical importance of delinquency prevention programs and summarize their effectiveness Level: Intermediate

4)

Positive ________ Development is a comprehensive way of thinking about adolescents that challenges the traditional deficit-based perspective.

Answer: Youth Page Ref: 105 Objective: Summarize the various components of the alternative prevention paradigm project Level: Basic

5)

The Institute for the Study and Practice of Nonviolence seeks to embrace Dr. Martin Luther King Jr.’s theory of ________.

Answer: nonviolence Page Ref: 106 Objective: Summarize the various components of the alternative prevention paradigm project Level: Basic

6)

Multisystemic ________ provides cost-effective community-based clinical treatment of chronic and violent juvenile offenders who are at high risk of out-of-home placement.

Answer: therapy Page Ref: 102 Objective: Summarize the various components of the alternative prevention paradigm project Level: Intermediate

7)

________ based intervention programs are now used as means of preventing delinquency in the family.

Answer: Family Page Ref: 107 Objective: Summarize environmental and institutional prevention programs Level: Intermediate 160 Copyright © 2024 Pearson Education, Inc.

8)

________ programs constitute one of the oldest community-based prevention programs.

Answer: Mentoring Page Ref: 108 Objective: Summarize environmental and institutional prevention programs Level: Intermediate

9)

________ training is consistently viewed as one of the most effective means of preventing delinquency and bringing treatment to young children who have conduct problems.

Answer: Parental Page Ref: 107 Objective: Summarize environmental and institutional prevention programs Level: Intermediate

10) ________ courts are known also as teen, peer, or student courts.

Answer: Youth Page Ref: 105 Objective: Describe the role of diversion Level: Basic 11) Most youth courts are used as a(n) ________ option for first-time offenders ages eleven to seventeen who are charged with misdemeanor nonviolent offenses.

Answer: sentencing Page Ref: 109 Objective: Describe the role of diversion Level: Intermediate 12) ________ refers to keeping juveniles outside the formal justice system, and can be attempted either through the police and the courts or through agencies outside the juvenile justice system.

Answer: Diversion Page Ref: 109 Objective: Describe the role of diversion Level: Intermediate 5.4 Matching Questions Match each term with its description.

A) Community service as a new approach to deal with juvenile offenders.

B) The early establishment of several dozen local youth court programs.

C) Local youth court programs proliferated and spread across state lines.

D) First National Public Awareness Campaign is launched for youth courts.

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1)

1970s Page Ref: 109 Objective: Describe the role of diversion Level: Intermediate

2)

1980s Page Ref: 109 Objective: Describe the role of diversion Level: Intermediate

3)

1990s Page Ref: 109 Objective: Describe the role of diversion Level: Intermediate

4)

2002 Page Ref: 109 Objective: Describe the role of diversion Level: Intermediate Answers: 1) A 2) B 3) C 4) D Match each term with its description.

A) The American Youth Policy Forum held a briefing for policy makers B) Communities benefitted by collaboration with OJJDP in pilot projects C) Growth that led to the emergence of a National Youth Court Movement D) Senate approved September 6th as National Youth Court Month

5)

1997-2008 Page Ref: 110 Objective: Describe the role of diversion Level: Difficult

6)

2005 Page Ref: 110 Objective: Describe the role of diversion Level: Difficult

7)

2006 Page Ref: 110 Objective: Describe the role of diversion Level: Difficult

8)

1996 Page Ref: 110 Objective: Describe the role of diversion

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Level: Difficult Answers: 5) C 6) A 7) D 8) B Match each term with its description.

A) Prevention of recidivism among youth with a delinquent history B) Qualities that support healthy adolescent development in the face of adversity C) Youth attorneys present a case to a panel of three youth judges D) Wilderness survival program 9)

Tribunal Page Ref: 110 Objective: Describe the role of diversion Level: Basic

10) Tertiary prevention programs Page Ref: 99 Objective: Explain the historical importance of delinquency prevention programs and summarize their effectiveness Level: Basic 11) Outward Bound Page Ref: 104 Objective: Summarize the various components of the alternative prevention paradigm project Level: Difficult 12) Resilience Page Ref: 105 Objective: Summarize the various components of the alternative prevention paradigm project Level: Basic Answers: 9) C 10) A 11) D 12) B 5.5 Essay Questions 1)

Describe Anne Newton’s three levels of delinquency prevention and its effectiveness.

Answer: The answer should include the following points: • Anne Newton has identified three levels of delinquency prevention: • Primary prevention • Secondary prevention • Tertiary prevention

163 Copyright © 2024 Pearson Education, Inc.

•

A number of primary and secondary prevention programs have been conducted since the beginning of the twentieth century, using neighborhood groups, the family and school environment, youth gangs, and social and mental health agencies as points of intervention. Unfortunately, the results of most of these programs have been disappointing.

• More recently, a number of programs have been developed that promise to be more effective in preventing juvenile crime, including juvenile violence and drug abuse.

• Promising prevention programs include Big Brothers Big Sisters of America, Bully Prevention Program, Functional Family Therapy, Incredible Years, Life Skills Training, Midwestern Prevention Project, Multidimensional Treatment Foster Care, Multisystemic Therapy, Project Toward No Drug Abuse and Promoting Alternative Thinking Strategies Page Ref: 99 Objective: Explain the historical importance of delinquency prevention programs and summarize their effectiveness Level: Intermediate

2)

Describe the basic principles of the Positive youth development (PYD) approach to thinking about adolescence.

Answer: The answer should include the following points: • Youth development must strive to enhance individual and community capacities. One is not possible without the other.

• Youth development is predicated on youths exercising meaningful choices over the programs in which they participate.

• Youth development must break down racial/ethnic, gender, disability, sexual orientation, and class barriers and stereotypes.

• Youth development must build bridges between community-based organizations (formal and informal).

• Youth development activities must transform the environment in which youths live.

• Youth development must provide participants with an opportunity to learn and at the same time to have fun.

• Youth development must provide youths with opportunities to serve their community.

• Youth development must provide youths with the necessary knowledge and skills that can be converted into meaningful lifelong employment.

• Youth development must actively integrate as many core elements as possible into all activities.

Page Ref: 105 Objective: Summarize the various components of the alternative prevention paradigm project Level: Intermediate

3)

Describe the four possible case-processing models that are used by youth courts.

Answer: The answer should include the following points: • Adult judge. An adult serves as judge and rules on legal terminology and courtroom procedures. Youths serve as attorneys, jurors, clerks, bailiffs, and so forth.

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•

Youth judge. This is similar to the adult judge model, except that a youth serves as the judge.

• Tribunal. Youth attorneys present the case to a panel of three youth judges, who decide the appropriate disposition for the defendant. A jury is not used.

• Peer jury. This model does not use youth attorneys: the case is presented to a youth jury by a youth or adult. The youth jury then questions the defendant directly.

Page Ref: 109 Objective: Describe the role of diversion Level: Intermediate

5.6 Critical Thinking Questions 1)

You are a probation officer writing up recommendations for two juvenile offenders. Maria is a 17-year-old pregnant female who was arrested with her boyfriend for car theft and highspeed pursuit. Matt, Maria’s fiancé, is 17 years old and is the father of the baby. Matt and Maria stole the vehicle because neither of them have a job, but needed to find a way to get to job interviews. You have two choices for placement and neither one allows both of the juveniles to be there together. Your choices are Project CRAFT and SafeFutures. Which one would be the best place for Matt?

Answer: The best place for Matt would be Project CRAFT. • Maria is pregnant and therefore would not be a good fit for learning construction trades at Project CRAFT. • Matt is soon to be a father and needs a job.

He would benefit by learning a trade so he can support his family.

Page Ref: 108 Objective: Summarize environmental and institutional prevention programs Level: Difficult

2)

A youthful offender appears before a judge exhibiting low self-esteem and a tendency to follow the lead of his criminal friends. What paraprofessional program might be the best fit between Outward Bound and Family First?

Answer: Outward Bound would be the best choice.

• Accomplishing difficult tasks can strengthen self-reliance.

• Whether they take place in the mountains, canoe country, the forest, the sea, or the desert, completion of a seemingly impossible tasks is one of the best means to gain selfreliance, to prove one’s worth, and to define oneself as a person.

• Outward Bound offers this experience.

Page Ref: 104 Objective: Summarize the various components of the alternative prevention paradigm project Level: Difficult

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Juvenile Justice in America, 9e (Bartollas) Chapter 6 The Police 6.1 Multiple Choice Questions 1)

The Police-Public Contact Survey is gathered by which agency?

A) The Office of Juvenile Justice and Delinquency Prevention B) The Bureau of Justice Statistics C) The National Institute of Corrections D) The Bureau of the Census Answer: B Page Ref: 118 Objective: Summarize the history of police-juvenile relationships Level: Basic

2)

In the earliest Puritan communities, who would assume the task of punishing youth if the family failed?

A) Law enforcement B) Church and community elders C) School administrators D) Relatives Answer: B Page Ref: 117 Objective: Summarize the history of police-juvenile relationships Level: Intermediate

3)

Which of the following accurately describes socialization?

A) Youths have more negative attitudes toward the police than do older citizens.

B) Older, married, and employed respondents report a positive image of the police.

C) Youths were taught the rules of society from the time they were born.

D) Juveniles’ attitudes toward the police are positively correlated with the youths’ attitudes toward parents and teachers.

Answer: C Page Ref: 117 Objective: Summarize the history of police-juvenile relationships Level: Intermediate

4)

Which of the following statements is an occupational determinant of the police work that affects police attitudes toward youth crimes?

A) Police officers have no reluctance when it comes to juvenile engagements.

B) Overall, the police have a more negative view toward youthful offenders today than in the past.

C) Because there is no danger in police-youth encounters, police can be less guarded.

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D) Police must always defend the authority of their position.

Answer: D Page Ref: 120 Objective: Summarize the police’s attitudes toward juveniles Level: Basic 5)

Which of the following is one of the things a director of a youth facility had to say about Darrell Dirks?

A) The kids won’t tell him who is doing what.

B) He talks to juveniles like an adult.

C) He does not punch kids.

D) Kids will punch him.

Answer: D Page Ref: 120 Objective: Summarize the police’s attitudes toward juveniles Level: Intermediate

6)

Studies show that juveniles who have had contact with the police have more negative attitudes toward them than those who have not had contact. This seems to be especially true of ________.

A) urban White Americans B) Hispanic Americans C) Black Americans D) rural girls Answer: C Page Ref: 120 Objective: Summarize juveniles’ attitudes toward the police Level: Basic

7)

Which of the following is a finding by Leiber and colleagues about juvenile attitudes towards police?

A) Boys are more positive than girls.

B) Girls are more positive than boys.

C) Black Americans are more positive than White Americans.

D) Most youths appear to have a negative attitude towards police.

Answer: B Page Ref: 120 Objective: Summarize juveniles’ attitudes toward the police Level: Basic

8)

Which of the following is a factor influencing a police officer’s disposition of a juvenile?

A) Socioeconomic status B) Nature of police-community interaction C) Departmental policy 167 Copyright © 2024 Pearson Education, Inc.

D) All of the above Answer: B Page Ref: 122 Objective: Describe police discretion and the factors that influence discretion Level: Basic 9)

Which one of the following is the most important factor in influencing police action toward juveniles?

A) The seriousness of the offense B) Individual characteristics of the juvenile C) The sex, race, and socioeconomic status of the offender D) External pressures in the community Answer: A Page Ref: 122 Objective: Describe police discretion and the factors that influence discretion Level: Intermediate

10) Which of the following is considered a sociocultural factor in influencing police action toward juveniles?

A) Citizens’ complaints B) Personality characteristics of the juvenile C) Personality characteristics of the police officer D) Interaction between the police officer and the juvenile Answer: A Page Ref: 122 Objective: Describe police discretion and the factors that influence discretion Level: Basic 11) Which of the following police actions is an informal response to youthful misbehavior?

A) Police work with school personnel in getting truant youths back in schools.

B) Police, after arresting and booking youths, waive them directly to adult court for further evaluation.

C) The parents of arrested youths are called to the police station to have their child released to their supervision.

D) After evaluation by the court intake personnel, youths are placed in secure detention awaiting preliminary hearing and trial.

Answer: A Page Ref: 124 Objective: Summarize how police process juveniles Level: Intermediate 12) An officer sees some kids fighting outside of the police station and stops to break it up and sends them on their way with a warning is an example of ________.

A) informal processing B) station house processing 168 Copyright © 2024 Pearson Education, Inc.

C) formal processing D) favoritism Answer: A Page Ref: 124 Objective: Summarize how police process juveniles Level: Intermediate 13) Which of the following is an example of a combined informal and informal response to youthful misbehavior?

A) A youth is taken into custody or arrested; they are then booked, talked to, and released without further action.

B) Police unofficially contact children and youth services to get proper care for dependent and neglected or other children in need of supervision.

C) The parents of arrested youths are called to the police station to have their child released to their supervision.

D) Youths are taken to the police station where their situation is discussed with them and their parents; the youths are then sent home with their parents.

Answer: A Page Ref: 125 Objective: Summarize how police process juveniles Level: Intermediate 14) Which of the following prohibited the use of a confession in court unless the individual was advised of their rights before interrogation?

A) Haley v. Ohio B) Miranda v. Arizona C) Commonwealth v. Guyton D) Brown v. Mississippi Answer: B Page Ref: 129 Objective: Describe the legal rights of arrested juveniles Level: Basic 15) The Fourth Amendment to the Constitution of the United States protects citizens from unauthorized ________.

A) community-based interventions B) interrogation and confession C) search and seizure D) lineups and photographs Answer: C Page Ref: 125 Objective: Describe the legal rights of arrested juveniles Level: Basic

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16) Which of the following accurately describes a Terry search?

A) An unreasonable seizure leading to evidence B) A random check of lockers, conducted by the school C) A pat-down of a youth’s outer clothing to detect weapons D) A random canine scan of school premises Answer: C Page Ref: 126 Objective: Describe the legal rights of arrested juveniles Level: Intermediate 17) The Supreme Court decision in which of the following cases states that evidence gathered in an unreasonable search and seizure is inadmissible in court?

A) Safford Unified School District v. Redding B) Brown v. Mississippi C) Arizona v. Gant D) Mapp v. Ohio Answer: D Page Ref: 126 Objective: Describe the legal rights of arrested juveniles Level: Intermediate 18) Which of the following was designed to teach students the fundamental principles needed to become responsible citizens in a constitutional democracy?

A) Community-oriented policing services B) Law enforcement education C) Gang resistance education and training D) Broadcast emergency response Answer: B Page Ref: 133 Objective: Describe how police agencies are structured to deal with juvenile crime Level: Basic 19) In which temporary gang unit would the officers not be exclusively concerned with gang problems?

A) Law enforcement education B) Gun-free school zones C) Youth service program D) Community-oriented policing services Answer: C Page Ref: 135 Objective: Describe how police agencies are structured to deal with juvenile crime Level: Intermediate

170 Copyright © 2024 Pearson Education, Inc.

20) Which of the following is accurate about gang detail?

A) Gang detail members see themselves as specialists who work on gang problems.

B) Gang detail members see themselves as amateurs who work on gang problems.

C) Gang detail officers routinely work on other assignments.

D) Gang detail officers are partly assigned to gang problems.

Answer: A Page Ref: 135 Objective: Describe how police agencies are structured to deal with juvenile crime Level: Intermediate 21) Which of the following is a police activity to combat delinquency?

A) C.H.E.E.R.S. B) S.C.A.R.E. C) Outward Bound D) Project Badge Answer: C Page Ref: 136 Objective: Summarize developing trends in how police deal with juveniles Level: Basic 22) What program was used to reduce gun crime in Boston in the 1990s?

A) S.C.A.R.E B) Operation Ceasefire C) The Perry Outback Rally D) Project Badge Answer: B Page Ref: 135 Objective: Summarize developing trends in how police deal with juveniles Level: Intermediate 6.2 True/False Questions 1)

Youth under the age of 18 are disproportionately involved in the crimes of arson, motor vehicle theft, robbery, and vandalism.

Answer: TRUE Page Ref: 118 Objective: Summarize the history of police-juvenile relationships Level: Basic

2)

Prevention work with juveniles didn’t expand to the schools until the late 1990s.

Answer: FALSE Page Ref: 118

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Objective: Summarize the history of police-juvenile relationships Level: Intermediate 3)

Socialization is process in which youths are taught the rules of society from the time they are born.

Answer: TRUE Page Ref: 117 Objective: Summarize the history of police-juvenile relationships Level: Basic

4)

The police overall have more positive attitudes today toward youthful offenders than in the past.

Answer: TRUE Page Ref: 120 Objective: Summarize the police’s attitudes toward juveniles Level: Basic

5)

The hard-core offender represents the greatest danger to the police officer.

Answer: FALSE Page Ref: 120 Objective: Summarize the police’s attitudes toward juveniles Level: Intermediate

6)

To defend their authority, police must quash any verbal or physical abuse from either teenagers or adults.

Answer: TRUE Page Ref: 120 Objective: Summarize the police’s attitudes toward juveniles Level: Intermediate

7)

Yolander G. Hurst found that urban youths exhibit a more positive attitude toward the police than do rural youths.

Answer: FALSE Page Ref: 121 Objective: Summarize juveniles’ attitudes toward the police Level: Intermediate

8)

The subject of juveniles’ attitudes toward the police has not been given much attention in recent decades.

Answer: FALSE Page Ref: 120 Objective: Summarize juveniles’ attitudes toward the police Level: Intermediate

9)

The most important factor that influences the disposition of the youthful offender is the seriousness of the offense.

Answer: TRUE 172 Copyright © 2024 Pearson Education, Inc.

Page Ref: 122 Objective: Describe police discretion and the factors that influence discretion Level: Basic 10) The demeanor of a juvenile offender is a factor in an officer’s determination of what action to take.

Answer: TRUE Page Ref: 123 Objective: Describe police discretion and the factors that influence discretion Level: Intermediate 11) Officers striking friendship with local youths on the streets is an example of station house adjustment.

Answer: FALSE Page Ref: 124 Objective: Summarize how police process juveniles Level: Difficult 12) In states with legislative waiver, police discretion is limited.

Answer: TRUE Page Ref: 125 Objective: Summarize how police process juveniles Level: Difficult 13) In Arizona v. Gant, the Supreme Court examined whether the Fourth Amendment right against unreasonable searches and seizures applies to the school setting.

Answer: FALSE Page Ref: 127 Objective: Describe the legal rights of arrested juveniles Level: Difficult 14) Brown v. Mississippi applies the “totality of the circumstances” approach to juveniles’ interrogations.

Answer: FALSE Page Ref: 129 Objective: Describe the legal rights of arrested juveniles Level: Difficult 15) Community-based interventions focus on developing effective delinquency prevention programs in schools.

Answer: FALSE Page Ref: 132 Objective: Describe how police agencies are structured to deal with juvenile crime Level: Intermediate

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16) The number of street gangs declined dramatically across the nation beginning in the late 1980s.

Answer: FALSE Page Ref: 134 Objective: Describe how police agencies are structured to deal with juvenile crime Level: Intermediate 17) To determine a youth’s appropriateness for intervention, candidates for the police referral programs are evaluated by a SHIELD resource officer.

Answer: TRUE Page Ref: 136 Objective: Summarize developing trends in how police deal with juveniles Level: Intermediate 18) Operation Ceasefire used a multi-agency team, including the police, prosecutors, and probation, to combat gun violence.

Answer: TRUE Page Ref: 135 Objective: Summarize developing trends in how police deal with juveniles Level: Intermediate 6.3 Short Answer Questions 1)

The ________ Contact Survey estimates that in 2018, youth aged 16-17 experienced 1,143,500 contacts with the police.

Answer: Police-Public Page Ref: 118 Objective: Summarize the history of police-juvenile relationships Level: Intermediate

2)

The Central States Juvenile Officers Association was formed in the year ________.

Answer: 1955 Page Ref: 118 Objective: Summarize the history of police-juvenile relationships Level: Basic

3)

________ is process in which youths are taught the rules of society from the time they are born.

Answer: Socialization Page Ref: 117 Objective: Summarize the history of police-juvenile relationships Level: Basic

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4)

________ officers are particularly reluctant to engage in juvenile encounters.

Answer: Patrol Page Ref: 120 Objective: Summarize the police’s attitudes toward juveniles Level: Intermediate

5)

Juveniles are even more likely to challenge the authority of the police officer when they are with ________.

Answer: peers Page Ref: 120 Objective: Summarize the police’s attitudes toward juveniles Level: Difficult

6)

The most ________ attitudes toward police are typically those of youths with extensive histories of law-violating activities.

Answer: hostile Page Ref: 121 Objective: Summarize juveniles’ attitudes toward the police Level: Difficult

7)

A survey of high school ________ revealed that the attitudes of juveniles toward the police today seem to be more positive than they were during the 1980s and 1990s.

Answer: seniors Page Ref: 121 Objective: Summarize juveniles’ attitudes toward the police Level: Difficult

8)

________ can be defined as a choice a police officer makes between two or more possible means of handling the situation.

Answer: Discretion Page Ref: 122 Objective: Describe police discretion and the factors that influence discretion Level: Intermediate

9)

A number of studies have found that the ________ of citizens or the complaint of a citizen is an important determining factor in the disposition of an incident involving a youth.

Answer: presence Page Ref: 121 Objective: Describe police discretion and the factors that influence discretion Level: Difficult

10) Departmental ________ is an important determining factor in the disposition of an incident involving a youth.

Answer: policy Page Ref: 123

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Objective: Describe police discretion and the factors that influence discretion Level: Difficult 11) In combined informal and formal processing of juveniles, officers officially notify ________ agencies after taking the youth in custody.

Answer: community Page Ref: 125 Objective: Summarize how police process juveniles Level: Intermediate 12) When a youth is taken into custody, they are booked, ________, and then referred to juvenile intake.

Answer: fingerprinted Page Ref: 125 Objective: Summarize how police process juveniles Level: Intermediate 13) The inadmissibility of illegally obtained evidence is referred to as the ________ rule.

Answer: exclusionary Page Ref: 126 Objective: Describe the legal rights of arrested juveniles Level: Intermediate 14) The ________ Amendment to the Constitution of the United States protects citizens from unauthorized search and seizure.

Answer: Fourth Page Ref: 125 Objective: Describe the legal rights of arrested juveniles Level: Basic 15) In the case of New Jersey v. T.L.O., the Supreme Court examined whether the Fourth Amendment right against unreasonable searches and seizures applies to the ________ setting.

Answer: school Page Ref: 127 Objective: Describe the legal rights of arrested juveniles Level: Intermediate 16) The Fifth and Fourteenth Amendments to the Constitution address standards of fairness and due process in obtaining ________.

Answer: confessions Page Ref: 129 Objective: Describe the legal rights of arrested juveniles Level: Difficult

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17) ________ relations are a major focus of police officers who work with juveniles.

Answer: Community Page Ref: 132 Objective: Describe how police agencies are structured to deal with juvenile crime Level: Intermediate 18) The G.R.E.A.T. program did not reduce youths’ involvement in ________ and delinquent behavior.

Answer: gangs Page Ref: 132 Objective: Describe how police agencies are structured to deal with juvenile crime Level: Intermediate 19) The effects of D.A.R.E. on drug use behavior are extremely ________.

Answer: rare Page Ref: 137 Objective: Describe how police agencies are structured to deal with juvenile crime Level: Difficult 20) The ________ are the first line of contact with law-violating juveniles.

Answer: police Page Ref: 134 Objective: Summarize developing trends in how police deal with juveniles Level: Intermediate 21) Operation Ceasefire used ________ policing to analyze the gun problem and attack crime hotspots.

Answer: problem-oriented Page Ref: 135 Objective: Summarize developing trends in how police deal with juveniles Level: Difficult 6.4 Matching Questions Match each term with its description.

A) Juvenile crime first addressed by police B) Juvenile Officer’s Association formed C) Rise of gangs throughout the nation D) Juvenile prevention expanded to schools 1)

1900s - 1930s Page Ref: 119 Objective: Summarize the history of police-juvenile relationships Level: Basic 177 Copyright © 2024 Pearson Education, Inc.

2)

1990s - 2014 Page Ref: 119 Objective: Summarize the history of police-juvenile relationships Level: Basic

3)

1950s Page Ref: 119 Objective: Summarize the history of police-juvenile relationships Level: Basic

4)

1960s Page Ref: 119 Objective: Summarize the history of police-juvenile relationships Level: Basic Answers: 1) A 2) C 3) B 4) D Match each term with its description.

A) Applied search and seizure to schools B) Illegal searches made evidence inadmissible C) Vehicle searches D) Applied fourth amendment to juveniles

5)

Mapp v. Ohio Page Ref: 125 Objective: Describe the legal rights of arrested juveniles Level: Intermediate

6)

State v. Lowery Page Ref: 125 Objective: Describe the legal rights of arrested juveniles Level: Intermediate

7)

Arizona v. Gant Page Ref: 126 Objective: Describe the legal rights of arrested juveniles Level: Intermediate

8)

New Jersey v. T.L.O. Page Ref: 126 Objective: Describe the legal rights of arrested juveniles Level: Intermediate Answers: 5) B 6) D 7) C 8) A Match each term with its description.

A) Fare v. Michael C. 178 Copyright © 2024 Pearson Education, Inc.

B) In re Gault C) Haley v. Ohio D) Brown v. Mississippi 9)

1936 Page Ref: 130 Objective: Describe the legal rights of arrested juveniles Level: Difficult

10) 1948 Page Ref: 130 Objective: Describe the legal rights of arrested juveniles Level: Difficult 11) 1967 Page Ref: 130 Objective: Describe the legal rights of arrested juveniles Level: Difficult 12) 1979 Page Ref: 130 Objective: Describe the legal rights of arrested juveniles Level: Difficult Answers: 9) D 10) C 11) B 12) A 6.5 Essay Questions 1)

Describe the factors determining the police officers’ disposition of juveniles.

Answer: The answer should include the following points: • The nature of the offense • Citizen complainants • The juvenile’s sex • The juvenile’s race • Socioeconomic status • Other individual characteristics • Nature of police-juvenile interaction • Departmental policy; and • External pressures in the community Page Ref: 122–123 Objective: Describe police discretion and the factors that influence discretion Level: Basic

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2)

What are the various ways in which police departments are attempting to implement policing in the prevention and deterrence of youth crime?

Answer: The answer should include the following points: • Community based interventions: Amber alert • School based interventions: (i) Officer Friendly and McGruff “Take a Bite out of Crime” programs (ii) Gang Resistance Education and Training (G.R.E.A.T.) (iii) Law Enforcement Education (LRE) (iv) Drug Abuse Resistance Education (D.A.R.E.) (v) Project SPECDA (vi) Gun-Free School Zones Act (vii) COPS in School (CIS) program • Gang-Based Interventions (i) Youth Service Program (ii) Gang detail (iii) Gang unit Page Ref: 132–133 Objective: Summarize developing trends in how police deal with juveniles Level: Intermediate

3)

Explain the legal rights of juveniles in regard to search and seizure.

Answer: The answer should include the following points: • The Fourth amendment protects citizens from unauthorized search and seizure • The exclusionary rule stated in Mapp v. Ohio (1961) • State v. Lowery case (1967): ban against unreasonable searches and seizures to juveniles • Searches and seizures on the streets: Terry searches • Searches and seizures in the vehicle: Arizona v. Gant (2009) • Searches and seizures at home • Searches and seizures in school settings (i) 1990 federal Gun-Free School Zones Act (ii) New Jersey v. T. L. O. (1985) (iii) Safford Unified School District v. Redding (2009) Page Ref: 125–128 Objective: Describe the legal rights of arrested juveniles Level: Difficult

6.6 Critical Thinking Questions 1)

You are a city court judge. You are hearing a case in which the defense is arguing to suppress the statements of the juvenile defendant. The defense claims that the police officer compelled her client to incriminate himself. The police officer testified that he read the rights directly from the standard card used by the police department. You then asked the 180 Copyright © 2024 Pearson Education, Inc.

officer if he said anything to the suspect that may have compelled him to talk. The officer answers that all he said was “I decide if you get to go home tonight or stay in jail, so you better cooperate with me.” Should the defendant’s statements be admissible based on the officer’s testimony?

Answer: The statements should be inadmissible.

• No one can be “compelled” to incriminate themselves.

• It is considered compelling for an officer to suggest leniency for an admission and that a refusal to confess could result in more punishment.

Page Ref: 129 Objective: Summarize how police process juveniles Level: Difficult 2)

You are a beat officer and get called to a small convenience store to investigate a shoplifting. Upon arrival you find out the suspect is a 12-year-old male who tried stealing a comic book. The storeowner does not wish to prosecute the suspect, but he felt that calling the police would make a lasting impact on the juvenile and hopefully change his ways.

Explain your options and the course of action you would likely take.

Answer: The answer should include an adequate amount of the following information: • Options include a formal or informal disposition.

• Formal options include arresting and booking the juvenile.

• Informal options include the youths being taken to the police station where their situation is discussed with them and the parents, followed by the youth being sent home with his parents.

• The two most important factors that influence an officer’s decision are the severity of the crime and the citizen complaint. This scenario involves a non-serious offense and a victim who does not desire prosecution.

• This case would be a good opportunity to involve the parents and let the juvenile go with a warning.

Page Ref: 124–125 Objective: Summarize how police process juveniles Level: Difficult

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Juvenile Justice in America, 9e (Bartollas) Chapter 7 The Juvenile Court 7.1 Multiple Choice Questions 1)

In Commonwealth v. Fisher, the purpose of the juvenile court was ________.

A) not punishment, but the salvation of children B) to punish fairly C) to provide retribution to victims D) to deter youth from crime Answer: A Page Ref: 143 Objective: Summarize the development and legal norms of the juvenile court Level: Basic

2)

In which case did the Court first reason that “preponderance of evidence” is NOT a sufficient basis for a decision when youths are charged with acts that would be criminal if committed by adults?

A) McKeiver v. Pennsylvania B) In re Winship C) In re Gault D) Kent v. United States Answer: B Page Ref: 146 Objective: Summarize the development and legal norms of the juvenile court Level: Intermediate

3)

As a condition for states to continue receiving federal funding for juvenile justice programs, the JJDP Act required that ________.

A) the goals of permanence, well-being, and safety for children in foster care be emphasized B) youths be subject to relatively specific statutes applying exclusively to juvenile behavior C) youthful behavior that would not be a chargeable offense if committed by an adult be removed from the juvenile court’s jurisdiction D) status offenders be kept separate from delinquent offenders in secure detention and institutionalization Answer: D Page Ref: 149 Objective: Describe the social control of the status offender Level: Intermediate

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4)

Which of the following best defines crossover youth?

A) Youth who are known to both the child welfare and the juvenile justice systems B) Youth who are known to both the adult and the juvenile justice systems C) Youth who are known to both the child welfare and the adult justice systems D) Youth who are known to both the adult welfare and the juvenile court systems Answer: A Page Ref: 150 Objective: Describe the social control of the status offender Level: Basic

5)

Many crossover youth experience co-occurring ________.

A) school failure and family problems B) abuse and neglect C) mental health and substance abuse disorders D) abuse and school failure Answer: C Page Ref: 150 Objective: Describe the social control of the status offender Level: Intermediate

6)

Which of the following is typically part of a circuit, district, county, superior, common pleas, probate, or municipal court?

A) Private attorneys B) General assembly C) Juvenile courts D) Probate commissioner assistant Answer: C Page Ref: 152 Objective: Explain the structure and key players of the juvenile court Level: Basic

7)

Which of the following would be considered inaccurate about informal sanctions?

A) Informal sanctions are voluntary.

B) Informal handling is more likely to take place in larger jurisdictions than in smaller ones.

C) Informal handling has become less common but still occurs in a large number of cases.

D) About half of the delinquency cases are handled informally.

Answer: B Page Ref: 156 Objective: Describe pretrial procedures and decisions of the intake officer Level: Intermediate

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8)

Which option of the intake process requires the child to agree to fulfill certain conditions in spite of the fact that they have not been found guilty?

A) Consent decree B) Informal adjustment C) Petition D) Informal probation Answer: A Page Ref: 157 Objective: Describe pretrial procedures and decisions of the intake officer Level: Basic

9)

A judge may enter a predisposition at the time of accepting a plea bargain in what is called a(n) ________ hearing.

A) mandatory B) dispositional C) adjudicatory D) sequential Answer: D Page Ref: 158 Objective: Describe pretrial procedures and decisions of the intake officer Level: Basic

10) An advantage of a predisposition report is ________.

A) that a judge can base their sentence on more complete information B) that it eliminates judicial bias totally C) that it has the same evidentiary rules that are used in the single adjudicatory hearing D) that a judge can decide upon guilt or innocence and impose a sentence at the same time Answer: A Page Ref: 160 Objective: Describe the other stages of the Juvenile Court Level: Basic 11) The most important formal factors that influence decision-making at the dispositional stage are ________.

A) the social and racial background of the offender B) the recommendation from the probation officer and information from the social study investigation C) the presence or absence of defense counsel D) the values and philosophy of the judge Answer: B Page Ref: 160 Objective: Describe the other stages of the Juvenile Court Level: Intermediate 184 Copyright © 2024 Pearson Education, Inc.

12) Youths most likely to be assigned to outpatient psychiatric therapy are ________.

A) lower-class youths B) status offenders C) middle-class youths D) youths of color Answer: C Page Ref: 162 Objective: Describe the other stages of the Juvenile Court Level: Basic 13) Which of the following dispositions is the judge NOT allowed to impose on a juvenile without a second opinion from the appropriate professional?

A) Day treatment program B) Outpatient psychiatric therapy C) Foster home placement D) Institutionalization in a mental hospital Answer: D Page Ref: 162 Objective: Describe the other stages of the Juvenile Court Level: Basic 14) Which of the following options is appropriate for youth who need more security than probation, but not long-term placement in a state training school?

A) Adult facility B) County or city institutions C) Foster home placements D) Outpatient psychiatric facility Answer: B Page Ref: 162 Objective: Describe the other stages of the Juvenile Court Level: Basic 15) Which of the following would be an inaccurate statement about plea-bargaining?

A) Few guidelines exist to help direct prosecutors and defense attorneys in plea bargaining.

B) A plea bargain is a deal made between the defense attorney and the victim.

C) Plea bargaining is increasingly emerging as an important issue in juvenile justice.

D) Critics of plea bargaining are concerned with its fairness.

Answer: B Page Ref: 163 Objective: Explain plea bargaining Level: Intermediate

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16) Plea bargaining involves ________.

A) maintaining all original charges B) a conference between the defense and the victim C) the defendant pleading guilty to a lesser offense D) an adjudication hearing Answer: C Page Ref: 163 Objective: Explain plea bargaining Level: Basic 17) Procedures used during the adjudicatory hearings for juveniles today are ________.

A) equivalent to sentencing hearings in adult courts B) more formal than those in the adult courts C) more likely to be open to the public now than they were in the past D) the same in some jurisdictions today as they were in the past Answer: C Page Ref: 163 Objective: Describe the various sentencing alternatives for juveniles Level: Intermediate 18) What was officially launched in 1971 by a national planning committee under the chairmanship of Judge Irving R. Kaufman?

A) The anti-tough project standards B) Comprehensive guidelines for juvenile offenders basing sentences on the seriousness of the crimes C) The Boston Boys and Girls Club D) Statutes of last resort Answer: B Page Ref: 163 Objective: Describe the various sentencing alternatives for juveniles Level: Basic 19) Why did the commission attempt to limit the discretion of juvenile judges and to make them accountable for their decisions?

A) Lack of arbitrariness B) Fear of legal actions C) Disparity in juvenile sentencing D) Get-tough backlash Answer: C Page Ref: 163 Objective: Describe the various sentencing alternatives for juveniles Level: Intermediate

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20) By the ________, nearly every state had enacted mandatory sentences for violent and repetitive juvenile offenders.

A) 1980s B) 1960s C) 1970s D) 1990s Answer: D Page Ref: 164 Objective: Describe the various sentencing alternatives for juveniles Level: Basic 7.2 True/False Questions 1)

Juveniles can receive jury trials in some jurisdictions.

Answer: TRUE Page Ref: 145 Objective: Summarize the development and legal norms of the juvenile court Level: Basic

2)

Thomas Geraghty believes that criminal courts will quickly adapt to the special needs of juveniles.

Answer: FALSE Page Ref: 143 Objective: Summarize the development and legal norms of the juvenile court Level: Intermediate

3)

Status offenders can be processed only through the juvenile justice system and cannot be handled separately from felons and misdemeanants.

Answer: FALSE Page Ref: 148 Objective: Describe the social control of the status offender Level: Intermediate

4)

Offenders can be charged with a felony or misdemeanor under federal, state, and local statutes.

Answer: TRUE Page Ref: 148 Objective: Describe the social control of the status offender Level: Basic

5)

Youths can be charged with only two different categories of offenses.

Answer: FALSE Page Ref: 148

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Objective: Describe the social control of the status offender Level: Basic 6)

The structure of juvenile courts is the same everywhere.

Answer: FALSE Page Ref: 151 Objective: Explain the structure and key players of the juvenile court Level: Intermediate

7)

A defense attorney is not an adversarial advocate for a child.

Answer: FALSE Page Ref: 152 Objective: Explain the structure and key players of the juvenile court Level: Difficult

8)

The probation officer is expected to make intake decisions as part of his/her duties.

Answer: TRUE Page Ref: 156 Objective: Describe pretrial procedures and decisions of the intake officer Level: Intermediate

9)

A consent decree is used to place a youth under the court’s jurisdiction without finding the youth delinquent.

Answer: TRUE Page Ref: 157 Objective: Describe pretrial procedures and decisions of the intake officer Level: Basic

10) If a judge accepts a plea bargain, the judge will issue a predisposition at that time, a process called a sequential hearing.

Answer: TRUE Page Ref: 158 Objective: Describe pretrial procedures and decisions of the intake officer Level: Basic 11) States generally spell out the requirements for juvenile court proceedings.

Answer: TRUE Page Ref: 158 Objective: Describe the other stages of the Juvenile Court Level: Basic 12) A dispositional hearing requires proof beyond a reasonable doubt.

Answer: FALSE Page Ref: 160 Objective: Describe the other stages of the Juvenile Court Level: Intermediate 188 Copyright © 2024 Pearson Education, Inc.

13) Recommendations of a probation officer are usually followed by a juvenile judge.

Answer: TRUE Page Ref: 160 Objective: Describe the other stages of the Juvenile Court Level: Difficult 14) Juveniles do not have a constitutional right to appeal.

Answer: TRUE Page Ref: 162 Objective: Describe the other stages of the Juvenile Court Level: Intermediate 15) State training schools are reserved for youth who have committed serious offenses.

Answer: TRUE Page Ref: 162 Objective: Describe the other stages of the Juvenile Court Level: Intermediate 16) Critics of plea bargaining are concerned that truly violent and dangerous youths may be able to negotiate a release back into the community.

Answer: TRUE Page Ref: 163 Objective: Explain plea bargaining Level: Intermediate 17) The prosecutor is not allowed to drop charges to get a defendant to agree to a plea bargain.

Answer: FALSE Page Ref: 163 Objective: Explain plea bargaining Level: Difficult 18) The Juvenile Justice Standards Project calls for indeterminate sentences.

Answer: FALSE Page Ref: 163 Objective: Describe the various sentencing alternatives for juveniles Level: Intermediate 19) A youth of any age can be confined up to forty years in Texas.

Answer: TRUE Page Ref: 164 Objective: Describe the various sentencing alternatives for juveniles Level: Basic

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7.3 Short Answer Questions 1)

The In re Gault decision answered in the affirmative the question of whether a juvenile has the right to due process safeguards during ________.

Answer: confinement Page Ref: 145 Objective: Summarize the development and legal norms of the juvenile court Level: Difficult

2)

The Supreme Court ruled in the In re Winship case that juveniles are entitled to proof beyond a(n) ________ doubt.

Answer: reasonable Page Ref: 146 Objective: Summarize the development and legal norms of the juvenile court Level: Intermediate

3)

Youths known to both the child welfare system and the juvenile justice system are frequently referred to as ________ youth.

Answer: crossover Page Ref: 150 Objective: Describe the social control of the status offender Level: Intermediate

4)

The deinstitutionalization of ________ offenders has received increased acceptance in the past couple of decades.

Answer: status Page Ref: 149 Objective: Describe the social control of the status offender Level: Intermediate

5)

Juvenile courts today are affected by a movement toward a single trial ________.

Answer: court Page Ref: 151 Objective: Explain the structure and key players of the juvenile court Level: Intermediate

6)

Juveniles in smaller cities and rural areas are often tried by judges of the ________ courts.

Answer: adult Page Ref: 151 Objective: Explain the structure and key players of the juvenile court Level: Intermediate

7)

A(n) ________ officer assesses the needs of youths, writes reports, and supervises youths in both probation and aftercare in some jurisdictions.

Answer: intake Page Ref: 156 190 Copyright © 2024 Pearson Education, Inc.

Objective: Describe pretrial procedures and decisions of the intake officer Level: Difficult 8)

The ________ process screens cases to determine whether children need the help of the juvenile court.

Answer: intake Page Ref: 156 Objective: Describe pretrial procedures and decisions of the intake officer Level: Intermediate

9)

A(n) ________ hearing must be held within a short period of time after arrest, generally 48 to 72 hours, excluding weekends and holidays.

Answer: detention Page Ref: 153 Objective: Describe pretrial procedures and decisions of the intake officer Level: Intermediate

10) A judge who accepts a plea bargain moves immediately to a(n) ________ hearing.

Answer: sequential Page Ref: 158 Objective: Describe pretrial procedures and decisions of the intake officer Level: Intermediate 11) Youths are sent to juvenile courts today based on ________ petitions.

Answer: written Page Ref: 158 Objective: Describe the other stages of the Juvenile Court Level: Intermediate 12) The ________ hearing is the equivalent to an adult sentencing hearing.

Answer: disposition Page Ref: 159 Objective: Describe the other stages of the Juvenile Court Level: Intermediate 13) The most disturbing informal factor that may influence judicial decisions relates to the social and ________ background of the youth.

Answer: racial Page Ref: 161 Objective: Describe the other stages of the Juvenile Court Level: Difficult 14) State ________ schools usually are reserved for youths who have committed serious offenses.

Answer: training Page Ref: 162

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Objective: Describe the other stages of the Juvenile Court Level: Intermediate 15) ________ treatment centers allow youth the receive treatment during the day, but return home at night.

Answer: Day Page Ref: 162 Objective: Describe the other stages of the Juvenile Court Level: Intermediate 16) Critics of plea bargaining are primarily concerned with its ________.

Answer: fairness Page Ref: 163 Objective: Explain plea bargaining Level: Intermediate 17) A plea bargain is a deal made between the ________ and the defense attorney.

Answer: prosecutor Page Ref: 163 Objective: Explain plea bargaining Level: Basic 18) One of the goals of the Juvenile Justice Standards project was to ________ the discretion of judges.

Answer: limit Page Ref: 161 Objective: Describe the various sentencing alternatives for juveniles Level: Basic 19) The belief that ________ in juvenile sentencing must end was one of the fundamental thrusts of the recommended standards.

Answer: disparity Page Ref: 163 Objective: Describe the various sentencing alternatives for juveniles Level: Intermediate 7.4 Matching Questions Match each term with its description.

A) Jury trials are not constitutionally required B) Minimum age for death penalty is set at 16.

C) Minimum age for death penalty is set at 18.

D) Age should be a mitigating factor on death penalty

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1)

McKeiver v. Pennsylvania (1971) Page Ref: 144 Objective: Summarize the development and legal norms of the juvenile court Level: Difficult

2)

Eddings v. Oklahoma (1982) Page Ref: 144 Objective: Summarize the development and legal norms of the juvenile court Level: Difficult

3)

Stanford v. Kentucky (1989) Page Ref: 144 Objective: Summarize the development and legal norms of the juvenile court Level: Difficult

4)

Roper v. Simmons (2005) Page Ref: 144 Objective: Summarize the development and legal norms of the juvenile court Level: Difficult Answers: 1) A 2) D 3) B 4) C Match each term with its description.

A) Assists the Friend of the Court in policies and procedures, conducts hearings, and makes recommendations on what should be done with the juvenile B) Advises their client(s) and the guardians of their client(s) in legal strategies that they should use in court.

C) Reviews the police reports and starts to preform research to support their case against the defense D) Compounds and reports to the court information contained during the presentence investigation

5)

Probation officer Page Ref: 1152 Objective: Explain the structure and key players of the juvenile court Level: Intermediate

6)

Prosecutor Page Ref: 152 Objective: Explain the structure and key players of the juvenile court Level: Intermediate

7)

Referee Page Ref: 152 Objective: Explain the structure and key players of the juvenile court Level: Intermediate

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8)

Defense Attorney Page Ref: 152 Objective: Explain the structure and key players of the juvenile court Level: Intermediate Answers: 5) D 6) C 7) A 8) B Match each term with its description.

A) This hearing is the equivalent to the adult sentencing hearing B) The decision to detain is made at this hearing C) This hearing is the equivalent to an adult trial

9)

Detention hearing Page Ref: Multiple Objective: Multiple Level: Intermediate

10) Adjudication hearing Page Ref: Multiple Objective: Multiple Level: Intermediate 11) Disposition hearing Page Ref: Multiple Objective: Multiple Level: Intermediate Answers: 9) B 10) C 11) A 7.5 Essay Questions 1)

Describe what a normal written predisposition report contains.

Answer: The answer should include the following points: • The report contains background information on defendants that helps judges make individualized decisions.

• It contains a description of the referral incident, the youth’s past conduct, prior contacts with the police and courts, and family environment and relationships.

• Information on the youth’s employment history, school records, interests, and activities is also collected.

• If police officers have information on special problems of the youth or if special needs of the youth are discovered, these are included in the report.

• It draws up a plan for what the youth needs and how they can be best helped.

Page Ref: 160 Objective: Describe the other stages of the Juvenile Court Level: Intermediate

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2)

Describe the two types of disposition hearings and explain why they are separate hearings.

Answer: The answer should include the following points: • The first type, which is used less and less frequently in the United States, occurs at the same time as the adjudicatory hearing.

• The second type of disposition hearing occurs following the adjudicatory hearing.

• The reason for separating the two hearings is to prevent judges from learning information that is prejudicial to the defendant.

Page Ref: 159–160 Objective: Describe the other stages of the Juvenile Court Level: Intermediate

3)

If both a juvenile’s attorney and the prosecutor agree upon a plea bargain, what are the next steps in the court process?

Answer: The answer should include the following points: • The agreement is presented to the judge.

• If accepted by the judge, a predisposition is issued.

• If rejected by the judge, the adjudicatory hearing continues.

Page Ref: 163 Objective: Explain plea bargaining Level: Intermediate

7.6 Critical Thinking Questions 1)

An uneducated friend tells you he just finished with a hearing in juvenile court. You ask him what the hearing was, but he didn’t know what it was called. You ask him to describe what happened in the hearing. He tells you that he remembers one of the people saying something about hearsay and how it wasn’t allowed. He also remembered something said about crossexamination. Based on this information, what kind of hearing did your uneducated friend likely attend?

Answer: The answer should include an appropriate amount of the following information: • An adjudication hearing for juveniles is equivalent to the trial in adult court.

• It is the point at which the judge reviews the charges as described in the petition, hears testimony from the parties involved, and decides whether the youth committed the offense.

• Hearsay is prohibited, and the case must be proved beyond a reasonable doubt.

• Youths have the right to protect themselves against self-incrimination, and they may cross-examine witnesses and victims.

• Attorneys and prosecutors are likely to be present.

Page Ref: multiple Objective: Multiple Level: Difficult

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2)

Plea bargaining is a controversial issue. Evaluate the pros and cons and choose if you support it or not and explain your reasoning.

Answer: The answer may contain some of the following information: • A plea bargain is a deal made between the prosecutor and the defense attorney.

• The defense attorney, after consultation with their client, agrees that the client will admit to committing a lesser offense if the prosecutor will drop the more serious charges.

• The client receives a lighter sentence, and the necessity of having an adjudicatory hearing is avoided.

• The caseload of the court is thereby reduced.

• Plea bargaining also involves dropping the number of charges a youth faces.

• Critics of plea bargaining are concerned with its fairness.

• Their fear is that juveniles who are innocent of any wrongdoing may plead guilty to a lesser offense for fear that they will receive a harsh sentence if tried and found guilty of the more serious offense.

• Truly violent and dangerous youths may be able to negotiate a release back into the community when they should in all probability be placed in secure institutions.

Page Ref: 163 Objective: Explain plea bargaining Level: Intermediate

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Juvenile Justice in America, 9e (Bartollas) Chapter 8 Juveniles in Adult Court 8.1 Multiple Choice Questions 1)

The United States Supreme Court decided against the juvenile death penalty in which of the following cases?

A) Kent v. United States B) Gregg v. Georgia C) Atkins v. Virginia D) Roper v. Simmons Answer: D Page Ref: 170 Objective: Explain the differences in maturity between juveniles and adults Level: Intermediate

2)

Which of the following people believes that juveniles in their mid-to-late teens should be held responsible in the same way young adults are?

A) Richard E. Redding B) Steven Morse C) Thomas Grisso D) Elizabeth Scott Answer: B Page Ref: 171 Objective: Explain the differences in maturity between juveniles and adults Level: Intermediate

3)

Which of the following would support the argument for diminished responsibility?

A) Juveniles feel guilt or remorse over their actions.

B) Juveniles know right from wrong.

C) Juveniles are immature.

D) Juveniles do not have any disease that reduces their ability to get along in society.

Answer: C Page Ref: 172 Objective: Explain the differences in maturity between juveniles and adults Level: Difficult

4)

When the law specifies that juveniles of a specific age are to be tried by adult court, it is an example of ________.

A) statutorial exclusion B) legislative waiver C) judicial waiver D) prosecutorial discretion 197 Copyright © 2024 Pearson Education, Inc.

Answer: B Page Ref: 174 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate 5)

In states with concurrent jurisdiction, who of the following has the authority to decide which court will try the juvenile?

A) Prosecutor B) Arresting police officer C) Intake officer D) Court referee Answer: A Page Ref: 174 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

6)

More states waive juveniles to the adult court at the age of ________ than any other age.

A) eighteen B) fifteen C) fourteen D) ten Answer: C Page Ref: 175 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Basic

7)

Which of the following appears to be true concerning waivers?

A) Most studies show that waiver generally results in more severe penalties in adult than in juvenile court.

B) Waivers clearly reduce juvenile recidivism rates.

C) Juveniles are now adequately protected from victimization when sentenced to adult institutions.

D) Little consensus exists today on which criteria should be used in making the waiver decision.

Answer: D Page Ref: 177 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

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8)

With blended sentencing, the juvenile-inclusive type of sentence involves which of the following?

A) The criminal court imposes both an adult and juvenile sentence, but suspends the adult sentence if there is no violation or re-offense.

B) The juvenile court imposes a sanction involving either the juvenile or adult system.

C) The juvenile court simultaneously imposes both a juvenile and an adult correctional sanction, which is suspended if there is no violation or revocation.

D) The criminal court imposes either an adult or juvenile sanction.

Answer: C Page Ref: 176 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

9)

In a probable-cause hearing, ________.

A) everything said should be under oath B) the attorneys present their summarization of the cases at the beginning of the hearing C) no cross examination takes place D) the case against the juvenile is presented by the probation officer Answer: A Page Ref: 178 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

10) By the year 2000, five states and the District of Columbia held no juveniles in adult prisons ________.

A) under the age of seventeen B) against their will C) in the general population D) for less than a murder charge Answer: A Page Ref: 179 Objective: How does the Youthful Offender System Work Level: Basic 11) Which of the following is emphasized in a youthful offender program?

A) Writing skills B) Work experience C) Driving experience D) Communication skills

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Answer: B Page Ref: 179 Objective: How does the Youthful Offender System Work Level: Basic 12) The term “extended jurisdiction juvenile” was a relabeling of what category set forth by the Minnesota Juvenile Justice Task Force?

A) Child Felony Division B) Violent Youth Criminal C) Serious Youthful Offender D) Heinous Juvenile Section Answer: C Page Ref: 179 Objective: How does the Youthful Offender System Work Level: Intermediate 13) According to table 8.3, the state imprisoning the most juveniles is ________.

A) Nevada B) Florida C) New Hampshire D) Ohio Answer: B Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Basic 14) The decline of the youth proportion of the prison population between 1997 and 2004 was primarily the result of what?

A) The large increase in the total prison population during this period B) The war on drugs C) The general decrease in crime rate in the U.S. D) The large increase in the number of inmates under age eighteen Answer: A Page Ref: 181 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Intermediate 15) Survey findings on juvenile lifers suggest which of the following?

A) Juvenile lifers, particularly boys, suffered high rates of abuse.

B) Most juvenile lifers do not engage in constructive change during their incarceration when they are permitted the opportunity to do so.

C) Juvenile lifers experienced low levels of exposure to violence in their homes and communities.

D) Juvenile lifers generally experience significant social and economic disadvantage in their homes and communities.

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Answer: D Page Ref: 185 Objective: Discuss the death penalty for juveniles Level: Intermediate 16) In Atkins v. Virginia, the Court stated that ________ is a mitigating factor.

A) chronological age of a minor B) mental illness C) level of education D) intellectual disability Answer: D Page Ref: 182 Objective: Discuss the death penalty for juveniles Level: Intermediate 17) The constitutionality of the death penalty was decided in ________ in 1976.

A) Haley v. Ohio B) Gregg v. Georgia C) Schall v. Martin D) McKeiver v. Pennsylvania Answer: B Page Ref: 182 Objective: Discuss the death penalty for juveniles Level: Basic 18) What did the Roper decision forbid?

A) Prosecutorial arbitrariness B) The practice of hanging C) The death penalty for juvenile offenders D) Preemptive strikes Answer: C Page Ref: 184 Objective: Discuss the death penalty for juveniles Level: Intermediate 19) Which one of the following statistics is inaccurate about life without parole sentences in the U.S.?

A) There are seventy-three juveniles who have committed crimes when they were thirteen or fourteen and were given life sentences.

B) Nationally, 59 percent of the juveniles serving life without parole sentences had no prior criminal convictions before being placed in prison for life.

C) Forty-two states currently allow life without parole for minors.

D) There are currently more than fifteen thousand people who are serving life sentences for crimes committed while minors.

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Answer: D Page Ref: 185 Objective: Discuss the death penalty for juveniles Level: Intermediate 20) Who said states must provide juveniles who receive lengthy sentences a “meaningful” chance at some point to show that they should be released?

A) Anthony M. Kennedy B) Robert Barnes C) Lynn Johnson D) Richard Graham Answer: A Page Ref: 185 Objective: Discuss the death penalty for juveniles Level: Intermediate 21) In the Eddings v. Oklahoma case, the Supreme Court held that ________.

A) the death penalty did not violate the Eighth Amendment’s prohibition against cruel and unusual punishment B) the age of a minor is a relevant mitigating factor in considering the death penalty C) juries had only to consider the nature of the crime when deciding upon the death penalty D) youths under 18 could not be executed Answer: B Page Ref: 182 Objective: Discuss the death penalty for juveniles Level: Basic 8.2 True/False Questions 1)

Proponents of the juvenile court argue the court should have jurisdiction over youths until their deficiencies are corrected.

Answer: TRUE Page Ref: 170 Objective: Explain the differences in maturity between juveniles and adults Level: Basic

2)

Morse holds that a “robust” theory of responsibility would result in most youths not being held responsible for their actions.

Answer: FALSE Page Ref: 171 Objective: Explain the differences in maturity between juveniles and adults Level: Intermediate

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3)

Concurrent jurisdiction statutes give prosecutors the authority to try juveniles in either juvenile or adult court.

Answer: TRUE Page Ref: 174 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

4)

In terms of judicial waiver, 45 states have discretionary waiver.

Answer: TRUE Page Ref: 172 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Basic

5)

The majority of juveniles waived to adult court are seventeen or older.

Answer: TRUE Page Ref: 175 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

6)

Once a waiver decision is made, the juvenile’s case is transferred to the adult court defense attorney.

Answer: FALSE Page Ref: 178 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

7)

For blended sentencing, the juvenile-exclusive model involves the juvenile court sentencing to either the juvenile or adult correctional system.

Answer: TRUE Page Ref: 176 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

8)

“Intermediate” and “Third Systems” are youthful offender programs.

Answer: TRUE Page Ref: 179 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

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9)

Programs in a youthful offender system would emphasize work readiness, job training, and work experience.

Answer: TRUE Page Ref: 179 Objective: How does the Youthful Offender System Work Level: Intermediate

10) Programs in a youthful offender system emphasize work readiness, job training, and work experience.

Answer: TRUE Page Ref: 179 Objective: How does the Youthful Offender System Work Level: Intermediate 11) Prisons present juveniles with many age-appropriate rehabilitative options.

Answer: FALSE Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Basic 12) Table 8-3 in the text reveals that more than half of inmates younger than age eighteen held in state prisons come from states with a younger age of criminal responsibility.

Answer: TRUE Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Basic 13) In Gregg v. Georgia, the Supreme Court ruled that the death penalty violated the Eighth Amendment’s prohibition against cruel and unusual punishment.

Answer: FALSE Page Ref: 182 Objective: Discuss the death penalty for juveniles Level: Basic 14) In 2010, the U.S. Supreme Court ruled that juveniles may not be sentenced to life in prison without parole for any crime short of homicide.

Answer: TRUE Page Ref: 185 Objective: Discuss the death penalty for juveniles Level: Intermediate 15) Reports suggest that about a third of juvenile lifers experienced a high level of exposure to violence in their homes and communities.

Answer: FALSE Page Ref: 185

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Objective: Discuss the death penalty for juveniles Level: Intermediate 16) States today must prohibit “mitigating circumstances” from influencing the decisions of jurors in death penalty trials.

Answer: FALSE Page Ref: 183 Objective: Discuss the death penalty for juveniles Level: Difficult 8.3 Short Answer Questions 1)

The get-tough policy increases the chances that juveniles will be ________ with the same degree of severity as adults.

Answer: punished Page Ref: 171 Objective: Explain the differences in maturity between juveniles and adults Level: Basic

2)

The United States Supreme Court held that to execute Christopher Simmons would violate the ________ Amendment to the Constitution.

Answer: eighth Page Ref: 171 Objective: Explain the differences in maturity between juveniles and adults Level: Basic

3)

The most widely used transfer mechanism is ________ waiver.

Answer: judicial Page Ref: 173 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Basic

4)

________ jurisdiction is where both juvenile and adult courts have jurisdiction over juveniles.

Answer: Concurrent Page Ref: 174 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

5)

For blended sentencing, the ________ model imposes both a juvenile and adult sanction and suspends the adult sentence if there is no violation or reoffense.

Answer: criminal-inclusive Page Ref: 176 205 Copyright © 2024 Pearson Education, Inc.

Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Basic 6)

A common way for the adult criminal court to levy juvenile sanctions is through the creation of ________ offender programs.

Answer: youthful Page Ref: 179 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

7)

For a juvenile, life in an adult prison is generally austere, crowded, and ________.

Answer: dangerous Page Ref: 180 Objective: How does the Youthful Offender System Work Level: Intermediate

8)

Between 1997 and 2004, the proportion of ________ in adult prisons fell.

Answer: juveniles Page Ref: 181 Objective: How does the Youthful Offender System Work Level: Intermediate

9)

In some states, judges opt for the life without ________ sentence to incarcerate juveniles for the rest of their natural lives.

Answer: parole Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Intermediate

10) ________ is the state imprisoning the most juveniles.

Answer: Florida Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Intermediate 11) In 2009, about 46 percent of these juvenile inmates were held in prisons in ________ states.

Answer: southern Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Intermediate 12) In June 1989, the U.S. Supreme Court ruled that sixteen- and seventeen-year-old juveniles could be ________ for their crimes.

Answer: executed Page Ref: 182 206 Copyright © 2024 Pearson Education, Inc.

Objective: Discuss the death penalty for juveniles Level: Basic 13) States that have handed down the death penalty without considering mitigating circumstances have had their cases ________.

Answer: overturned Page Ref: 182 Objective: Discuss the death penalty for juveniles Level: Difficult 14) The ________ dynamics of victims and offenders may play a key role in determining which offenders are sentenced to juvenile life without parole.

Answer: racial Page Ref: 183 Objective: Discuss the death penalty for juveniles Level: Basic 8.4 Matching Questions Match each term with its description.

A) When an older youth is sent back to juvenile court B) Certain offenses automatically handled in adult court C) The most widely used transfer mechanism D) Combines juvenile and adult sentences 1)

Judicial waiver Page Ref: 174 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

2)

Statutorial exclusion Page Ref: 174 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

3)

Reverse waiver Page Ref: 176 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

4)

Blended sentence Page Ref: 176

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Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate Answers: 1) C 2) B 3) A 4) D Match each term with its description.

A) State prisons held more than 2,700 juveniles B) The number of inmates under 18 fell significantly C) Washington enacted bill 3,900 D) 3,000 juveniles committed to federal prison 5)

2009 Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Difficult

6)

Between 1997 and 2004 Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Difficult

7)

From 1994 to 2001 Page Ref: 181 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Difficult

8)

1997 Page Ref: 181 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Difficult Answers: 5) A 6) B 7) D 8) C Match each term with its description.

A) Had 17 youths under age 15 in prison in 2009 B) Had 0 youths under age 15 in prison in 2009 C) Had 7 youths under age 15 in prison in 2009 D) Had 157 youths under age 15 in prison in 2009

9)

Arizona Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Intermediate

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10) Alaska Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Intermediate 11) California Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Intermediate 12) Arkansas Page Ref: 180 Objective: Summarize the debate about juveniles receiving a sentence of life without parole Level: Intermediate Answers: 9) D 10) C 11) B 12) A 8.5 Essay Questions 1)

As per the Supreme Court decision in Kent, what criteria must juvenile courts that are responsible for making the waiver decision use?

Answer: The answer should include the following points: • The seriousness of the alleged offense to the community and whether the protection of the community requires waiver • Whether the alleged offense was committed in an aggressive, violent, premeditated, or willful manner • Whether the alleged offense was against persons or against property, greater weight being given to offenses against persons, especially if personal injury resulted • The prosecutorial merit of the complaint, that is, whether there is evidence on which a grand jury may be expected to return an indictment • The desirability of trial and disposition of the entire offense in one court when the juvenile’s associates in the alleged offense are adults who will be charged with a crime in the criminal court.

• The sophistication and maturity of the juvenile as determined by consideration of his home, environment, emotional attitude, and pattern of living • The record and previous history of the juvenile • The prospects for adequate protection of the public and the likelihood of reasonable rehabilitation of the juvenile Page Ref: 177 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Difficult

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2)

Describe the five basic models of blended sentencing.

Answer: • Juvenile-Exclusive: juvenile court imposes a sanction involving either the juvenile or the adult correctional system.

• Juvenile-Inclusive: juvenile court simultaneously imposes both a juvenile and an adult correctional sanction, which is suspended if there is no violation or revocation.

• Juvenile-Contiguous: juvenile court imposes a juvenile correctional sanction that may remain in force beyond the age of its extended jurisdiction, when procedures are invoked to transfer the case to the adult correctional system.

• Criminal-Exclusive: criminal court imposes either a juvenile or adult correctional sanction.

• Criminal-Inclusive: criminal court imposes both a juvenile and an adult correctional sanction and suspends the adult sentence if there is no violation or re-offense.

Page Ref: 176 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Intermediate

3)

Describe the youthful offender system.

Answer: The answer should include the following points: • The programs in these institutions would: • Emphasize work readiness, job training, and work experience.

• Attempt to establish close ties to the community to which the youth would return.

• Employ flexible staff who would act as positive role models.

• Enforce the rules strictly.

• Provide opportunities for decision making, with consequences clearly and fully related to the choices made.

• Provide opportunities to enhance self-esteem.

• Create a continuity of care between the program or treatment sequence and integration into the community to which the youth is returning.

• Offer supportive services in the community after completion of the program or treatment sequence as long as the youth needs them.

Page Ref: 179–180 Objective: How does the Youthful Offender System Work Level: Difficult

8.6 Critical Thinking Questions 1)

You are a juvenile judge listening to arguments from the defense and the prosecution in a sentence hearing of a 15-year-old violent sex offender. The prosecutor is requesting prison time in an adult facility. The defense wants his client sentenced to a juvenile specific program. In hopes of obtaining a lighter sentence, the defense attorney explains that his client received low grades in school before dropping out and was diagnosed with ADHD in fourth grade. The defense attorney adds that his client didn’t hurt either victim on his two 210 Copyright © 2024 Pearson Education, Inc.

prior rapes and didn’t intend to hurt the victim on this rape case. The defense attorney further adds that his client was acting under a dare from his gang peers. Which of these factors brought up by the defense attorney, if any, would be possible mitigating factors?

2) Answer: The answer should include an adequate amount of the following information: • Factors that tend to show diminished responsibility for juveniles include: 1) They are substantially different from adults in moral, cognitive, and social development; 2) They are particularly different in cognitive decision making from adults when they have low average intelligence; 3) They are different from adults when they have learning disabilities; 4) They also may not understand the language of a Miranda warning well enough to make a valid waiver; 5) They often make choices in terms of plea-bargaining that reflect compliance with authority as well as psychological immaturity.

• Prior rapes and gang affiliation are aggravators to the argument instead of mitigating factors.

• The intent of hurting the victim is not an element in a sexual assault. It might mitigate a battery (if that charge were added), but not a sexual assault.

Page Ref: 177 Objective: Explain the differences in maturity between juveniles and adults Level: Difficult 2)

A 16-year-old juvenile drives under the influence of drugs, in a stolen vehicle, without a driver’s license, and while driving 60 MPH through a red light, kills a family of four that were driving to church. Based on the criteria under the Kent decision, would this defendant be waived to adult court?

Answer: The answer should include an adequate coverage of the following information: • It depends on the following criteria.

• Was it voluntary intoxication?

• Was it his parent’s car he stole while responding to an emergency?

• Is he a danger to society if he is not detained?

• Any prior record?

• What is his attitude?

Page Ref: 177 Objective: Explain how transfers to adult court take place as well as the different types of waivers Level: Difficult

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Juvenile Justice in America, 9e (Bartollas) Chapter 9 Community Corrections 9.1 Multiple Choice Questions 1)

Probation refers to the ________.

A) control of the state or in a local administration B) umbrella agency responsible for the juvenile justice system C) status of an offender released from confinement D) status of an adjudicated offender Answer: D Page Ref: 190 Objective: Describe probation Level: Basic

2)

Probation is considered a desirable alternative to institutionalization because ________.

A) it costs less than incarceration B) it eliminates the offender’s normal community contacts C) it enhances the impact of confinement D) it takes away the liberty from the offenders Answer: A Page Ref: 190 Objective: Describe probation Level: Intermediate

3)

Which of the following provides for a state subsidy to any county or group of counties that chooses to develop its own community corrections system?

A) Community courts B) Community restitution C) Community dispute resolution D) Community corrections acts Answer: D Page Ref: 191 Objective: Explain how probation is administered Level: Basic

4)

Programs that are aimed to defray part of the costs of probation services are called ________.

A) probation subsidy programs B) offenders sponsorship programs C) community-based programs D) original probation programs 212 Copyright © 2024 Pearson Education, Inc.

Answer: A Page Ref: 192 Objective: Explain how probation is administered Level: Intermediate 5)

Which is a basic function of probation services?

A) Bail B) Investigation C) Fingerprinting D) Sentencing Answer: B Page Ref: 193 Objective: Explain the functions of probation services Level: Basic

6)

Which basic function of probation focuses primarily on risk control and crime reduction?

A) Investigation B) Court reporting C) Supervision D) Intake Answer: C Page Ref: 194 Objective: Explain the functions of probation services Level: Intermediate

7)

What does a probation officer include in a social study report?

A) Information about the minor’s background B) The training school in which a youthful offender should be institutionalized C) Whether the youth is a delinquent D) The diagnoses and treatment plan for the youth Answer: D Page Ref: 196 Objective: Explain the functions of probation services Level: Intermediate

8)

Risk/needs assessment tools ________.

A) help to deter criminal behavior B) reveal gender differences in individual studies C) predict juveniles’ behaviors D) identify problems that offenders might have Answer: D Page Ref: 195 Objective: Explain the functions of probation services Level: Basic 213 Copyright © 2024 Pearson Education, Inc.

9)

According to the National Center on Sexual Behavior of Youth, approximately what portion of sexual offenses against children are committed by teenagers?

A) Two-thirds B) One-fourth C) One-third D) One-half Answer: C Page Ref: 196 Objective: Explain the functions of probation services Level: Basic

10) According to Veneziano, what percent of juvenile sex offenders have been sexually abused?

A) 20-55 percent B) 75-90 percent C) 50-60 percent D) 40-70 percent Answer: D Page Ref: 196 Objective: Explain the functions of probation services Level: Basic 11) Which member of the court work team directs volunteer case aides?

A) Juvenile Probation Officer B) Juvenile Team Captain C) Youth Facilitator D) Courtroom Bailiff Answer: A Page Ref: 197 Objective: Summarize the roles and responsibilities of probation officers Level: Basic 12) Which of the following creates a problem for probation officers?

A) Feeding their ego B) The nearly opposite roles of law enforcement and treatment C) Making diagnostic recommendations D) Utilizing community resources Answer: B Page Ref: 198 Objective: Summarize the roles and responsibilities of probation officers Level: Intermediate

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13) A basic problem for the conscientious probation officer is disciplining the violator without ________ them.

A) spoiling B) punishing C) alienating D) insulting Answer: C Page Ref: 198 Objective: Summarize the roles and responsibilities of probation officers Level: Basic 14) When juveniles are facilitated in finding jobs so they can pay back the victims, they are participating in a ________ program.

A) compensation B) treatment C) restitution D) surveillance Answer: C Page Ref: 200 Objective: Describe programs that engage in risk control and crime reduction Level: Intermediate 15) Which of the following is one of the primary goals of restitution programs?

A) Use as a response to the emerging issues of prison crowding B) Hold parents accountable for their children’s offenses C) Reimburse victims at state expense D) Hold juveniles accountable for their offenses Answer: D Page Ref: 200 Objective: Describe programs that engage in risk control and crime reduction Level: Intermediate 16) Intensive Probation Supervision Programs ________.

A) are targeted at juvenile offenders B) emphasize internal control over probationers C) involve increased contact with probationers D) are targeted at first-time offenders Answer: C Page Ref: 200 Objective: Describe programs that engage in risk control and crime reduction Level: Intermediate

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17) In Hennepin County, Minnesota, first-time offenders are often sentenced to ________.

A) intense probation B) thirty days in detention C) kitchen detail in detention D) forty hours of community service Answer: D Page Ref: 200 Objective: Describe programs that engage in risk control and crime reduction Level: Intermediate 18) ________ is a program of intermediate punishment whereby youths are ordered to remain confined in their residences.

A) Solitary confinement B) Clinical confinement C) House arrest D) Restitution Answer: C Page Ref: 201 Objective: Describe programs that engage in risk control and crime reduction Level: Basic 19) What can electronic monitoring equipment do?

A) Alert a victim if the offender is approaching their residence B) Work as a Taser C) Tell the probation officer what the offender is currently eating D) Work as a polygraph machine Answer: A Page Ref: 201 Objective: Describe programs that engage in risk control and crime reduction Level: Basic 20) ________ is the standard that most juvenile judges adhere to at the probation revocation hearing.

A) Wisconsin system B) Reasonable efforts C) Restorative justice model D) Balanced approach Answer: B Page Ref: 205 Objective: Explain how probation can be revoked and the rights of probationers Level: Basic

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21) The Gagnon v. Scarpelli case granted juveniles the right to have ________.

A) a day’s notification before the probation revocation hearing B) a report of their activities after the hearing C) an attorney present at the probation revocation hearing D) an attorney at the initial hearing Answer: C Page Ref: 204 Objective: Explain how probation can be revoked and the rights of probationers Level: Intermediate 22) The “reasonable efforts” doctrine calls for probation officers to ________.

A) contact the offender’s parents before the initial hearing B) notify the offender of the probation revocation hearing C) provide different services and programs to offenders on probation D) contact victims to guarantee their participation in all probation proceedings Answer: C Page Ref: 205 Objective: Explain how probation can be revoked and the rights of probationers Level: Intermediate 23) Which of the following is a conclusion of the Douglas Lipton and colleagues’ work review on the study of adult and juvenile probation?

A) Intensive probation supervision is correlated with higher recidivism rates for youths under age eighteen.

B) Juvenile probation practices are the same, and consistently successful, across the nation.

C) A large proportion of offenders now incarcerated could be placed on probation without any change in the recidivism rates.

D) Probationers have a significantly higher violation rate than detained prisoners.

Answer: C Page Ref: 205 Objective: Summarize juvenile probation’s effectiveness Level: Intermediate 24) What is the major goal of RECLAIM Ohio?

A) It seeks to keep youth in the community and out of state-run institutions.

B) It seeks to lower the rates of abuse and neglect.

C) It seeks to place youth in state facilities where they can get maximum treatment.

D) It seeks to provide an alternative to out-of-home placement.

Answer: A Page Ref: 205 Objective: Summarize juvenile probation’s effectiveness Level: Intermediate

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25) Which of the following options describes the requirements of day treatment programs best?

A) Mandated by the courts B) Voluntary participation C) More costly than residential placements D) Require larger numbers of highly specialized and skilled staff compared to residential programs Answer: A Page Ref: 206 Objective: Describe residential programs in the community Level: Intermediate 26) Which of the following is a characteristic of the Associated Marine Institute (AMI)?

A) AMIs avoid the geographical focus of the community.

B) AMIs set individual goals during the training period.

C) AMIs are publicly operated.

D) AMIs programs do not include nonresidential placements.

Answer: B Page Ref: 206 Objective: Describe residential programs in the community Level: Intermediate 27) In Ohio, community corrections facilities are designed to provide which of the following?

A) An alternative placement to state-run institutions B) A structured treatment environment C) Placement in the community D) All of the above Answer: D Page Ref: 208 Objective: Describe residential programs in the community Level: Intermediate 28) For a community-based program to be effective, a department should ________.

A) emphasize institutionalization to make all youths aware of consequences B) start a program from scratch so that the public accepts it C) mount a widespread public education program to seek support from the public D) place all troubled youths into the program irrespective of the consequences Answer: C Page Ref: 210 Objective: Evaluate the effectiveness of community-based programs Level: Basic

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9.2 True/False Questions 1)

The basic goal of probation is to process offenders into juvenile court.

Answer: FALSE Page Ref: 190 Objective: Describe probation Level: Basic

2)

The word probation can also refer to a subsystem of the juvenile justice system.

Answer: TRUE Page Ref: 190 Objective: Describe probation Level: Basic

3)

Probation is under the control of the local juvenile court in most states.

Answer: FALSE Page Ref: 191 Objective: Explain how probation is administered Level: Intermediate

4)

The primary purpose of intake is to assign youths to community programs.

Answer: FALSE Page Ref: 193 Objective: Explain how probation is administered Level: Basic

5)

Under the Wisconsin system, a risk/needs assessment is conducted for each probationer at regular intervals.

Answer: TRUE Page Ref: 194 Objective: Explain the functions of probation services Level: Basic

6)

Risks/needs assessment occurs once–just before youths are released from institutions.

Answer: FALSE Page Ref: 194 Objective: Explain the functions of probation services Level: Difficult

7)

It is very easy to predict juvenile behavior.

Answer: FALSE Page Ref: 195 Objective: Explain the functions of probation services Level: Intermediate

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8)

Juvenile sex offenders are defined as adolescents ranging from ages eight to seventeen who take part in sexual behaviors that are considered illegal according to the law.

Answer: FALSE Page Ref: 196 Objective: Explain the functions of probation services Level: Difficult

9)

According to C. Veneziano, juvenile sex offenders take part in all sexual acts.

Answer: TRUE Page Ref: 196 Objective: Explain the functions of probation services Level: Intermediate

10) Directing volunteer case aid is one of the general duties of the juvenile probation officer.

Answer: TRUE Page Ref: 197 Objective: Summarize the roles and responsibilities of probation officers Level: Basic 11) Restitution involves the government reimbursing victims for their pain and suffering.

Answer: FALSE Page Ref: 200 Objective: Describe programs that engage in risk control and crime reduction Level: Intermediate 12) By 1985, formal restitution programs were known to exist in more than four hundred jurisdictions.

Answer: TRUE Page Ref: 200 Objective: Describe programs that engage in risk control and crime reduction Level: Basic 13) An integrated Social Control model of intensive supervision recently has been developed to address recidivism.

Answer: FALSE Page Ref: 201 Objective: Describe programs that engage in risk control and crime reduction Level: Difficult 14) The Integrated Social Control model integrates the central components of strain, control, and social learning theories.

Answer: TRUE Page Ref: 201 Objective: Describe programs that engage in risk control and crime reduction Level: Intermediate

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15) Global positioning systems are now used in intensive supervision programs.

Answer: TRUE Page Ref: 201 Objective: Describe programs that engage in risk control and crime reduction Level: Intermediate 16) A goal of electronic monitoring is to increase the number of juveniles safely released into existing home confinement programs.

Answer: TRUE Page Ref: 201 Objective: Describe programs that engage in risk control and crime reduction Level: Basic 17) The U.S. Supreme Court held in Mempa v. Rhay that the right to counsel applies to the sentencing hearing.

Answer: TRUE Page Ref: 204 Objective: Explain how probation can be revoked and the rights of probationers Level: Basic 18) Gagnon v. Scarpelli involved an offender whose probation was revoked in Wisconsin without a hearing.

Answer: TRUE Page Ref: 204 Objective: Explain how probation can be revoked and the rights of probationers Level: Basic 19) A major problem in evaluating the effectiveness of probation today is that probation has changed so much since the early evaluation studies.

Answer: TRUE Page Ref: 205 Objective: Summarize juvenile probation’s effectiveness Level: Basic 20) Evidence exists that a large proportion of offenders now incarcerated could be placed on probation without any change in the recidivism rates.

Answer: TRUE Page Ref: 205 Objective: Summarize juvenile probation’s effectiveness Level: Basic 21) RECLAIM Ohio has resulted in a reduction in placements to the Ohio Department of Youth Services.

Answer: TRUE Page Ref: 205

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Objective: Describe residential programs in the community Level: Basic 22) Day treatment programs are more economical than residential placement programs.

Answer: TRUE Page Ref: 206 Objective: Describe residential programs in the community Level: Intermediate 23) In Ohio, community corrections facilities that targeted moderate- to high-risk cases were more effective at reducing recidivism.

Answer: TRUE Page Ref: 208 Objective: Describe residential programs in the community Level: Intermediate 24) The conservative approach argues that only youths most likely to be helped should be kept in the community.

Answer: TRUE Page Ref: 210 Objective: Evaluate the effectiveness of community-based programs Level: Intermediate 25) Increasing numbers of studies demonstrate empirically that many community-based correctional programs reduce recidivism and are less expensive than confinement.

Answer: TRUE Page Ref: 210 Objective: Evaluate the effectiveness of community-based programs Level: Basic 26) Once a site for a community-based program has been chosen, some of the parties involved feel it is dishonest to keep it secret from the community.

Answer: TRUE Page Ref: 210 Objective: Evaluate the effectiveness of community-based programs Level: Intermediate 9.3 Short Answer Questions 1)

________ is a judicial disposition under which youthful offenders are subject to certain conditions imposed by the juvenile court.

Answer: Probation Page Ref: 190 Objective: Describe probation Level: Basic 222 Copyright © 2024 Pearson Education, Inc.

2)

The word probation can also refer to a disposition of the juvenile court in lieu of ________.

Answer: institutionalization Page Ref: 190 Objective: Describe probation Level: Difficult

3)

The probation process includes preparation of the social ________ for the disposition stage.

Answer: investigation Page Ref: 190 Objective: Describe probation Level: Difficult

4)

One of the most persuasive arguments for ________ administration of probation is that citizens and agencies in the community more readily support programs that are open to their participation.

Answer: local Page Ref: 191 Objective: Explain how probation is administered Level: Difficult

5)

Private ________ have been used in juvenile probation, especially for providing intensive probation and aftercare services.

Answer: contractors Page Ref: 191 Objective: Explain how probation is administered Level: Difficult

6)

The ________ stage is when the probation officer carefully screens the referrals to the court.

Answer: intake Page Ref: 193 Objective: Explain the functions of probation services Level: Basic

7)

________ is initiated when the judge places a youth on probation.

Answer: Supervision Page Ref: 193 Objective: Explain the functions of probation services Level: Basic

8)

A(n) ________ study report is ordered by the judge when a youth is found delinquent at the fact-finding stage of the court proceedings.

Answer: social Page Ref: 196 Objective: Explain the functions of probation services Level: Intermediate

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9)

Once problem areas are identified using a risk assessment tool, youths are then given ________ tools to develop protocols for treatment.

Answer: diagnostic Page Ref: 194 Objective: Explain the functions of probation services Level: Intermediate

10) Adolescents who have been convicted of ________ offenses are more likely to have offended someone their own age or younger.

Answer: sex Page Ref: 196 Objective: Explain the functions of probation services Level: Intermediate 11) The police and the ________ are constantly challenging the treatment role of probation officers, berating them for leaving dangerous and hard-core youths in the community.

Answer: community Page Ref: 198 Objective: Summarize the roles and responsibilities of probation officers Level: Intermediate 12) Youths earning money and paying back victims is called ________.

Answer: restitution Page Ref: 200 Objective: Describe programs that engage in risk control and crime reduction Level: Basic 13) When it comes to making restitution and community service work, ________ officers are key players.

Answer: probation Page Ref: 200 Objective: Describe programs that engage in risk control and crime reduction Level: Basic 14) Juvenile courts have instituted job skills preparation classes to help juveniles with ordered ________ to find and hold jobs.

Answer: restitution Page Ref: 200 Objective: Describe programs that engage in risk control and crime reduction Level: Intermediate 15) Low integration and commitment are examples of ________ bonds.

Answer: weak Page Ref: 201 Objective: Describe programs that engage in risk control and crime reduction Level: Intermediate 224 Copyright © 2024 Pearson Education, Inc.

16) Electronic ________ is often used to enforce house arrest.

Answer: monitoring Page Ref: 201 Objective: Describe programs that engage in risk control and crime reduction Level: Basic 17) In ________ programs, youths individually or in a group are assigned people to help them, especially with schoolwork.

Answer: monitoring Page Ref: 202 Objective: Describe programs that engage in risk control and crime reduction Level: Basic 18) The United States Supreme Court ruled in the ________ v. Scarpelli case that juveniles have the right to counsel to probation revocation hearings.

Answer: Gagnon Page Ref: 204 Objective: Explain how probation can be revoked and the rights of probationers Level: Intermediate 19) The Court held in the Mempa case that the Sixth Amendment’s right to counsel applies to the ________ hearing.

Answer: sentencing Page Ref: 204 Objective: Explain how probation can be revoked and the rights of probationers Level: Basic 20) Studies evaluating the probation efforts of the 1960s and 1970s indicated that ________ was more effective than any other method for rehabilitating youthful offenders.

Answer: probation Page Ref: 205 Objective: Summarize juvenile probation’s effectiveness Level: Basic 21) ________ is an attempt to provide community based placements instead of placement in a state run institution.

Answer: RECLAIM Page Ref: 205 Objective: Summarize juvenile probation’s effectiveness Level: Intermediate 22) Programs in which youths spend each day in the program and return home in the evenings are called day ________ programs.

Answer: treatment Page Ref: 206

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Objective: Describe residential programs in the community Level: Basic 23) A single dwelling owned or rented by an agency that is used to house juveniles is called a(n) ________ home.

Answer: group Page Ref: 207 Objective: Describe residential programs in the community Level: Basic 24) Improving the continuum of services for juveniles in a community usually requires a strong emphasis on ________.

Answer: deinstitutionalization Page Ref: 210 Objective: Evaluate the effectiveness of community-based programs Level: Intermediate 9.4 Matching Questions Match each term with its description.

A) PO assists court in dispositional decisions B) PO participates in release or detention decisions C) PO screens complaints to decide on possible actions D) PO supervises juveniles placed on probation 1)

Intake stage Page Ref: 197 Objective: Summarize the roles and responsibilities of probation officers Level: Intermediate

2)

Predisposition stage Page Ref: 197 Objective: Summarize the roles and responsibilities of probation officers Level: Intermediate

3)

Postadjudication stage Page Ref: 197 Objective: Summarize the roles and responsibilities of probation officers Level: Intermediate

4)

Postdisposition stage Page Ref: 197 Objective: Summarize the roles and responsibilities of probation officers Level: Intermediate Answers: 1) C 2) B 3) A 4) D 226 Copyright © 2024 Pearson Education, Inc.

Match each term with its description.

A) Has a system of risk/needs assessments for probationers at regular intervals B) Developed a probation subsidy program C) Reimbursed up to 50% of its operating costs for probation services D) Closed training schools in 2010 5)

New York Page Ref: 192 Objective: Explain the functions of probation services Level: Difficult

6)

Nevada Page Ref: 192 Objective: Explain the functions of probation services Level: Difficult

7)

Wisconsin Page Ref: 192 Objective: Explain the functions of probation services Level: Difficult

8)

California Page Ref: 192 Objective: Explain the functions of probation services Level: Difficult Answers: 5) C 6) B 7) D 8) A Match each term with its description.

A) Accountability models for supervising probationers began to be formulated B) Five studies sought to identify impact of caseloads on recidivism C) California closed its training schools D) Since then, Washington legislature has been funding evidence-based programs

9)

1980s Page Ref: 194 Objective: Explain the functions of probation services Level: Difficult

10) 1970s Page Ref: 193 Objective: Explain the functions of probation services Level: Difficult

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11) 2010 Page Ref: 192 Objective: Explain how probation is administered Level: Difficult 12) 1999 Page Ref: 194 Objective: Explain the functions of probation services Level: Difficult Answers: 9) A 10) B 11) C 12) D Match each term with its description.

A) Use the desert, sea, and urban areas in order to allow participants to gain self-reliance, to prove their worth, and to define their personhood B) Residential placement into which juveniles are assigned, either while on probation or when released from a training school C) Originally privately-operated program funded jointly by state and private donations that is tailored to the geographical strengths of each community.

D) Nonresidential programs that do not provide living and sleeping quarters 13) Wilderness Programs Page Ref: 205 Objective: Describe residential programs in the community Level: Basic 14) Group Home Page Ref: 207 Objective: Describe residential programs in the community Level: Basic 15) Associated Marine Institute (AMI) Page Ref: 206 Objective: Describe residential programs in the community Level: Basic 16) Day Treatment Programs Page Ref: 206 Objective: Describe residential programs in the community Level: Basic Answers: 13) A 14) B 15) C 16) D

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9.5 Essay Questions 1)

Describe the different ways the word “probation” is used in the juvenile justice system.

Answer: The answer should include the following points: • a disposition of the juvenile court in lieu of institutionalization • the status of an adjudicated offender • a subsystem of the juvenile justice system • the activities, functions, and services that characterize this subsystem’s transactions with the juvenile court, the youthful offender, and the community.

Page Ref: 190 Objective: Describe probation Level: Intermediate

2)

Explain the risk scale and needs assessment of the Wisconsin system.

Answer: The answer should include the following points: • The risk scale was derived from empirical studies that showed certain factors to be good predictors of recidivism, such as prior arrest record, age at first conviction.

• The needs assessment focuses on such indicators as emotional stability, financial management, family relationships, and health.

• The most widely used risk/needs assessment of human behavior is the Problem Severity Index, a screening tool that gives intake officers and others clues about the types of problems the offenders might have.

Page Ref: 194 Objective: Explain the functions of probation services Level: Intermediate

3)

What evidence indicates that probation is effective?

Answer: The answer should include the following points: • Evidence exists that a large proportion of offenders now incarcerated could be placed on probation without any change in the recidivism rates • Probationers have a significantly lower violation rate than do parolees • Intensive probation supervision (a fifteen-ward caseload) is associated with lower recidivism rates for youths under age eighteen Page Ref: 205 Objective: Summarize juvenile probation’s effectiveness Level: Intermediate

4)

Describe the AMI. What programs does it currently offer to communities?

Answer: The answer should include the following points: • The original Associated Marine Institute (AMI)was a privately operated program funded jointly by state and private donations. It tailored its programs to the geographical strengths of each community, using the ocean, wilderness, rivers, and lakes to stimulate productive behavior in youths referred by the courts or by the Division of Youth Services.

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•

The Marine Institutes, which constituted most of the schools, set individual goals for the training period in a dozen categories, including diving, ship-handling skills, ocean science, lifesaving, first aid, and such electives as photography and marine maintenance.

• Today AMI is renamed AMIkids and operates fifty-six programs in eight states. The reorganization and new name reflect the fact that the program now includes many different types of programs across the nation that formerly operated independently.

• Rather than just operating marine programs, today’s AMIkids programs provide probation services including community service, wilderness programs, and substance abuse counseling.

Page Ref: 206 Objective: Describe residential programs in the community Level: Intermediate 9.6 Critical Thinking Questions 1)

A juvenile judge in Minnesota needs to sentence a 15-year-old girl who ran away from home, and who has a drug problem and three prior prostitution arrests. What would be the best program to place her in?

Answer: The answer should include the following points: • Safe Houses’ staffs are particularly eager to involve adolescent girls who have run away from home and ended up engaging in sex work.

• Safe houses are essential for juveniles “strung out” on drugs.

Page Ref: 201 Objective: Describe programs that engage in risk control and crime reduction Level: Intermediate

2)

Of these two following choices, which youth would be the most likely to reoffend if released into the community? Explain.

1) A 15-year-old male released on probation with intense supervision.

2) An 18-year-old male released on parole.

Answer: The answer should include the following points: • Probationers have a significantly lower violation rate than do parolees.

• Intensive probation supervision is associated with lower recidivism rates for youths under age eighteen.

• Studies evaluating the probation efforts of the 1960s and 1970s indicated that probation was more effective than any other method for rehabilitating youthful offenders.

Page Ref: 202 Objective: Summarize juvenile probation’s effectiveness Level: Intermediate

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Juvenile Justice in America, 9e (Bartollas) Chapter 10 Juvenile Institutionalization 10.1 Multiple Choice Questions 1)

Which of the following provides restrictive criteria governing the confinement of juveniles in adult facilities?

A) Nelson v. Heyne B) The Juvenile Justice and Delinquency Prevention Act of 1974 C) Parens patriae D) 2006 Juvenile Offenders in Correctional Facilities Answer: B Page Ref: 216 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Basic

2)

Which is one of the most serious concerns about detention centers in the United States?

A) Denial of solitary confinement B) Denial of Thorazine C) Use of mechanical restraints D) Use of treatment programs Answer: C Page Ref: 217 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Basic

3)

About how many juveniles were locked up each year during the 1970s?

A) 50,000 B) 700,000 C) 500,000 D) 100,000 Answer: D Page Ref: 215 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Basic

4)

What is another name for detention centers?

A) Attention homes B) Juvenile halls C) Day homes 231 Copyright © 2024 Pearson Education, Inc.

D) Shelter care facilities Answer: B Page Ref: 216 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Intermediate 5)

Which of the following is the intent of boot camps?

A) To shock youthful offenders to prevent them from committing further crimes B) To give the students a better chance to succeed in the military C) To separate the tough kids from the meek kids D) To force kids to be obedient Answer: A Page Ref: 220 Objective: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps Level: Basic

6)

Boot camps generally are________.

A) used for violent residential life institutional placement B) designed for offenders who have failed with lesser sanctions C) used to evaluate juveniles for possible placement in other facilities D) reserved for a less secure placement than training schools Answer: B Page Ref: 220 Objective: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps Level: Basic

7)

Which of the following is an example of a long-term confinement facility?

A) Attention homes B) Detention homes C) Forestry camps D) Shelter care Answer: C Page Ref: 222 Objective: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps Level: Basic

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8)

Which of the following is a description of ranches and forestry camps?

A) Ranches and forestry camps are short term-confinement facilities.

B) Ranches and forestry camps are generally reserved for midrange offenders.

C) Ranches and forestry camps have maximum amount of security.

D) Ranches and forestry camps are minimum-security institutional placements.

Answer: D Page Ref: 222 Objective: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps Level: Intermediate

9)

Which state has the highest number of juveniles in correctional facilities?

A) Hawaii B) Texas C) Florida D) California Answer: D Page Ref: 223 Objective: Describe the goals, programs, and operation of training schools Level: Basic

10) Which state has the lowest number of juveniles in correctional facilities?

A) Hawaii B) Texas C) Florida D) California Answer: A Page Ref: 223 Objective: Describe the goals, programs, and operation of training schools Level: Basic 11) Which of the following statements is accurate about training schools?

A) Residents are not allowed to be locked in their sleeping rooms.

B) Security features are the same at all facilities.

C) The actual goal depends on the security level of the training school.

D) Organizational goals are the same among training schools.

Answer: C Page Ref: 224 Objective: Describe the goals, programs, and operation of training schools Level: Basic

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12) What is the primary emphasis in medium- and maximum-security training schools?

A) Educational programs B) Vocational training C) Institutional security D) Recreation activities Answer: C Page Ref: 225 Objective: Describe the goals, programs, and operation of training schools Level: Basic 13) Which of the following services is LESS likely than the other three services to be provided by volunteers?

A) Educational services B) Recreational services C) Family services D) Security Answer: D Page Ref: 225 Objective: Describe the goals, programs, and operation of training schools Level: Intermediate 14) Which of the following is a finding of the fifteen-year follow-up evaluation by Miller, Bartollas, and Dinitz?

A) Negative youth culture described in the 1976 study was replaced by positive youth culture.

B) Negative youth culture described in the 1976 study still thrived.

C) Staff members were less disillusioned than they were in 1976 study.

D) Staff members were less fearful of victimization from residents than they were in 1976.

Answer: B Page Ref: 231 Objective: Describe the goals, programs, and operation of training schools Level: Intermediate 15) In a report to congress, A Delicate Balance, brought to light the issue of: A) disproportionate minority confinement.

B) gender differences in offending patterns.

C) juvenile sex offenders.

D) gangs and delinquency.

Answer: A Page Ref: 234 Objective: Describe the goals, programs, and operation of training schools Level: Intermediate

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16) In which of the following cases did the court rule that residents of the Indiana Boys’ School have a right to rehabilitative treatment?

A) Morales v. Turman B) Nelson v. Heyne C) Inmates of the Boys’ Training School v. Affleck D) White v. Reid Answer: B Page Ref: 235 Objective: Summarize the rights of juveniles who are institutionalized Level: Intermediate 17) In which of the following cases did the court grant a right to rehabilitative treatment?

A) Davis v. Mississippi B) Eddings v. Oklahoma C) The Inmates of the Boys’ Training School v. Affleck D) In re Gault Answer: C Page Ref: 235 Objective: Summarize the rights of juveniles who are institutionalized Level: Intermediate 18) The Eighth Amendment to the Constitution deals with ________.

A) search and seizure B) due process C) freedom of religion, speech, and the press D) cruel and unusual punishment Answer: D Page Ref: 235 Objective: Summarize the rights of juveniles who are institutionalized Level: Basic 19) According to our author, juvenile facility managers should ________.

A) demand excellence B) put less stress on themselves C) lower their expectations D) be tolerant of imperfection Answer: A Page Ref: 238 Objective: Summarize the rights of juveniles who are institutionalized Level: Intermediate 20) According to our author, juvenile facility managers should ________.

A) be more reactive and less proactive B) encourage accreditation 235 Copyright © 2024 Pearson Education, Inc.

C) try moving juveniles away from family D) put less emphasis on accountability and micro management Answer: B Page Ref: 238 Objective: Summarize the rights of juveniles who are institutionalized Level: Basic 21) Juvenile facility managers should determine where ________ and how they want to get there.

A) they owe their loyalty B) to start their career C) they want to go D) they want to work Answer: C Page Ref: 238 Objective: Summarize the rights of juveniles who are institutionalized Level: Basic 22) Juvenile facility managers should make the institutional environment ________ for youths and staff.

A) comparable B) comfortable C) enjoyable D) safe Answer: D Page Ref: 238 Objective: Summarize the rights of juveniles who are institutionalized Level: Basic 10.2 True/False Questions 1)

Juvenile facilities are divided into two categories: temporary care and correctional facilities.

Answer: TRUE Page Ref: 215 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Basic

2)

The Juvenile Justice and Delinquency Prevention Act called on states to remove all the juveniles from adult jails and lockups.

Answer: TRUE Page Ref: 212

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Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Basic 3)

Detention centers are examples of short-term facilities.

Answer: TRUE Page Ref: 216 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Basic

4)

Attention homes are nonsecure facilities with no locked doors.

Answer: FALSE Page Ref: 217 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Basic

5)

Reception and diagnostic centers are used to test which punishments work best for which youths.

Answer: FALSE Page Ref: 221 Objective: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps Level: Intermediate

6)

The number of youth placed in residential facilities has been increasing.

Answer: FALSE Page Ref: 218 Objective: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps Level: Basic

7)

Ranches are maximum security institutions.

Answer: FALSE Page Ref: 222 Objective: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps Level: Intermediate

8)

Most boot camp programs do not accept sex offenders, armed robbers, and violent offenders.

Answer: TRUE Page Ref: 220 237 Copyright © 2024 Pearson Education, Inc.

Objective: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps Level: Intermediate 9)

State training schools always have religious training and instruction.

Answer: TRUE Page Ref: 226 Objective: Describe the goals, programs, and operation of training schools Level: Intermediate

10) Public institutions offer greater flexibility of programs because they are relatively free from political processes and bureaucratic inertia.

Answer: FALSE Page Ref: 229 Objective: Describe the goals, programs, and operation of training schools Level: Intermediate 11) Training schools for girls generally are more limited and offer training programs in sewing, food service, secretarial skills, and beauty care.

Answer: TRUE Page Ref: 232 Objective: Describe the goals, programs, and operation of training schools Level: Basic 12) Private training schools are bigger than public ones and can hold hundreds of children.

Answer: FALSE Page Ref: 229 Objective: Describe the goals, programs, and operation of training schools Level: Basic 13) Disproportionate minority contact represents both racial bias in the system and differences in offending patterns among racial and ethnic groups.

Answer: TRUE Page Ref: 234 Objective: Describe the goals, programs, and operation of training schools Level: Basic 14) The Office of Juvenile Justice and Delinquency Prevention’s data on confined juveniles finds large disparities among white, black, and Hispanic youth.

Answer: TRUE Page Ref: 234 Objective: Describe the goals, programs, and operation of training schools Level: Basic

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15) Juveniles committed to training school do not have a constitutional right of access to the courts.

Answer: FALSE Page Ref: 235 Objective: Summarize the rights of juveniles who are institutionalized Level: Basic 16) Rarely has a court ever ruled that a juvenile committed to a training school has a right to treatment.

Answer: FALSE Page Ref: 235 Objective: Summarize the rights of juveniles who are institutionalized Level: Difficult 17) For a juvenile facility to be successful, they need to be a great distance from the juvenile’s family.

Answer: FALSE Page Ref: 236 Objective: Summarize the rights of juveniles who are institutionalized Level: Intermediate 18) For a juvenile facility to be successful, they need to be accredited.

Answer: TRUE Page Ref: 236 Objective: Summarize the rights of juveniles who are institutionalized Level: Basic 19) The rights of confined offenders have been examined by Juvenile Justice and Delinquency Prevention Act (JJDPA) of 1974.

Answer: FALSE Page Ref: 235 Objective: Summarize the rights of juveniles who are institutionalized Level: Basic 10.3 Short Answer Questions 1)

Detention centers, also known as juvenile ________, are intended to be temporary holding centers.

Answer: halls Page Ref: 216 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Basic

239 Copyright © 2024 Pearson Education, Inc.

2)

Three types of short-term confinements include ________, detention centers, and shelter care.

Answer: jails Page Ref: 216 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Basic

3)

________ care facilities do permit residents to enjoy home visits on weekends and field trips into the community during the week.

Answer: Shelter Page Ref: 217 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Intermediate

4)

The purpose of reception and ________ centers is to determine which treatment plan suits and which training school is the best placement for each adjudicated juvenile.

Answer: diagnostic Page Ref: 221 Objective: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps Level: Intermediate

5)

________ camp programs employ military customs and courtesies, including uniformed drill instructors, a platoon structure, and summary punishment of participants, including group punishment under some circumstances.

Answer: Boot Page Ref: 220 Objective: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps Level: Basic

6)

Medium-security training schools usually are designed as ________ or cottages.

Answer: dormitories Page Ref: 225 Objective: Describe the goals, programs, and operation of training schools Level: Intermediate

7)

The philosophy of ________ patriae has encouraged administrators at training schools to claim rehabilitation as their official goal.

Answer: parens Page Ref: 225 Objective: Describe the goals, programs, and operation of training schools Level: Basic 240 Copyright © 2024 Pearson Education, Inc.

8)

Most research that has looked disparities in confinement has concluded that people of color are ________ confined.

Answer: disproportionately Page Ref: 234 Objective: Describe the goals, programs, and operation of training schools Level: Difficult

9)

Some courts have ruled that the ________ Amendment bars the use of corporal punishment.

Answer: Eighth Page Ref: 235 Objective: Summarize the rights of juveniles who are institutionalized Level: Basic

10) Several court decisions have held that a juvenile has a right to treatment when they are committed to a juvenile ________.

Answer: institution Page Ref: 235 Objective: Summarize the rights of juveniles who are institutionalized Level: Intermediate 11) Considerable case law has also been established ensuring confined juveniles the right to be free from ________ and unusual punishment.

Answer: cruel Page Ref: 236 Objective: Summarize the rights of juveniles who are institutionalized Level: Basic 10.4 Matching Questions Match each term with its description.

A) Short-term care B) Juvenile hall C) An evaluation/placement facility D) Long-term care 1)

Detention center Page Ref: Multiple Objective: Multiple Level: Basic

2)

Shelter care facility Page Ref: Multiple Objective: Multiple Level: Basic

241 Copyright © 2024 Pearson Education, Inc.

3)

Boot camp Page Ref: Multiple Objective: Multiple Level: Basic

4)

Reception and diagnostic center Page Ref: Multiple Objective: Multiple Level: Basic Answers: 1) B 2) A 3) D 4) C Match each term with its description.

A) Had 2,637 juveniles detained in a juvenile facility in 2015 B) Had 219 juveniles detained in a juvenile facility in 2015 C) Had 21 juveniles detained in a juvenile facility in 2015 D) Had 1,740 juveniles detained in a juvenile facility in 2015

5)

California Page Ref: 223 Objective: Describe the goals, programs, and operation of training schools Level: Basic

6)

Arizona Page Ref: 223 Objective: Describe the goals, programs, and operation of training schools Level: Basic

7)

Hawaii Page Ref: 223 Objective: Describe the goals, programs, and operation of training schools Level: Basic

8)

Texas Page Ref: 223 Objective: Describe the goals, programs, and operation of training schools Level: Basic Answers: 5) A 6) B 7) C 8) D Match each term with its description.

A) Average stay for juvenile boys in confinement in 2004 in California B) Average stay for juvenile boys in confinement in 2004 in Hawaii C) Average stay for juvenile boys in confinement in 2004 in Texas D) Average stay for juvenile boys in confinement in 2004 in Arizona

242 Copyright © 2024 Pearson Education, Inc.

9)

25.9 months Page Ref: 224 Objective: Describe the goals, programs, and operation of training schools Level: Basic

10) 8.9 months Page Ref: 224 Objective: Describe the goals, programs, and operation of training schools Level: Basic 11) 5.9 months Page Ref: 224 Objective: Describe the goals, programs, and operation of training schools Level: Basic 12) 17.4 months Page Ref: 224 Objective: Describe the goals, programs, and operation of training schools Level: Basic Answers: 9) A 10) D 11) B 12) C 10.5 Essay Questions 1)

Explain the differences between detention centers and attention homes.

Answer: The answer should include the following points: • Detention centers: (i) Are also called juvenile halls. (ii) Are intended to be temporary holding centers. (iii) Are administered by the court, although state agencies, city or county governments, welfare departments, and juvenile courts also manage these facilities.

• Attention homes: (i) Were initiated in Boulder, Colorado, and have spread to other jurisdictions. (ii) Are meant to give juveniles attention rather than detention. (iii) Have no fences, locked doors, or other physical restraints. (iv) Provide more extensive programming and encourage more interaction among residents and staff Page Ref: 216 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Intermediate

243 Copyright © 2024 Pearson Education, Inc.

2)

Explain some of the distinguishing characteristics of a ranch.

Answer: The answer should include the following points: Ranches: • Are minimum-security institutional placements.

• Are reserved for youths who have committed minor offenses, or who have been committed to the department of youth services or private corrections for the first time.

• Have a minimum amount of security, and only about 20 percent have one or more confinement features other than locked sleeping rooms.

• Are camps where residents typically do conservation work in a state park, cutting grass and weeds, cleaning up, and doing general maintenance.

Page Ref: 222 Objective: Describe the purpose and operation of various long-term juvenile correctional facilities, including boot camps, reception and diagnostic centers, and ranches/forestry camps Level: Basic

3)

What are the goals of training schools?

Answer: The answer should include the following points: • The overall objective for most training schools is to provide a safe, secure, and humane environment.

• Parens patriae has encouraged administrators at training schools to claim rehabilitation as their official goal.

• The actual goal depends on the security level of the training school.

• States that have only one training school for boys and one for girls must enforce all security levels in the one facility.

• States with several training schools have the option of developing minimum-, medium-, and maximum-security institutions.

Page Ref: 222-224 Objective: Describe the goals, programs, and operation of training schools Level: Intermediate

10.6 Critical Thinking Questions 1)

You are a full-time public school teacher and a part-time English teacher at the Littleton Juvenile Detention Facility. You teach one day a week at the detention facility for four different grade levels. You also run voluntary group therapy classes two nights a week in which you teach basic social skills. Gavin, a 15-year-old chronic offender, attends the group sessions and is currently the only student in your 3rd level English class, which he clearly hates. During English class Gavin tells you that he learned about the standards of the Institute of Judicial Administration of the American Bar Association that says he can refuse treatment. He tells you he will still come to group sessions, but that he won’t be attending English class anymore. Does Gavin have the right to refuse the school class? Explain.

244 Copyright © 2024 Pearson Education, Inc.

Answer: Billy does not have the right to refuse the school class.

• Juveniles may refuse services except in three cases: school attendance, services required to prevent harm, and services mandated by the court as a condition to a nonresidential disposition.

Page Ref: 235 Objective: Summarize the rights of juveniles who are institutionalized Level: Difficult 2)

You are a juvenile judge in Boulder, Colorado, and you need to sentence a 15-year-old boy who has been found guilty of his fourth shoplifting charge in the past year. He is introverted, has no close friends, and his father has been in prison for the last seven years.

You have the option of placing the offender in a detention center or an attention home.

Which of the two options would be the best fit for this offender? Explain your reasoning.

Answer: An attention home would be the best fit in this case. (i) Detention centers are also called juvenile halls.

• Intended to be temporary holding centers.

• Administered by the court, although state agencies, city or county governments, welfare departments, and juvenile courts also manage these facilities.

• The traditional detention center has sparked many horror stories.

• These facilities have a toxic environment. (ii) Attention homes were initiated in Boulder, Colorado, and have spread to other jurisdictions.

• Their stated purpose is to give juveniles attention rather than detention.

• These facilities have no fences, locked doors, or other physical restraints.

• They also provide more extensive programming and encourage more interaction among residents and staff. (iii) In a case of a non-violent juvenile with a broken home and possible social inadequacies, an attention home would likely be the best environment for his improvement and growth.

Page Ref: 216 Objective: Describe the purpose and operation of short-term confinement facilities, including jails, detention centers, and shelter care facilities Level: Difficult

245 Copyright © 2024 Pearson Education, Inc.

Juvenile Justice in America, 9e (Bartollas) Chapter 11 Juvenile Aftercare 11.1 Multiple Choice Questions 1)

Much of the current work in juvenile justice is focused on ________.

A) punishment B) confinement C) aftercare D) reentry Answer: B Page Ref: 242 Objective: Describe the goals of aftercare Level: Basic

2)

Which of the following is an objective of juvenile aftercare?

A) Reducing the crimes committed by released juveniles B) Increasing the time of confinement C) Releasing residents at a convenient time for the detention facility D) Eliminating the monitoring of offenders Answer: A Page Ref: 242 Objective: Describe the goals of aftercare Level: Intermediate

3)

What is the prime goal of incarcerated youth?

A) Retaliation B) Rehabilitation C) Release D) Respect Answer: C Page Ref: 242 Objective: Describe the goals of aftercare Level: Basic

4)

Why is the term aftercare a misnomer?

A) There never really is an “after.”

B) There is actually much more pre-care involved.

C) There really isn’t any care involved.

D) Aftercare involves much more than “after an offender is released.”

Answer: D Page Ref: 243 246 Copyright © 2024 Pearson Education, Inc.

Objective: Describe the goals of aftercare Level: Intermediate 5)

Juveniles released after training are placed ________.

A) on aftercare or parole status B) in drug rehab facilities C) in general population in the prison D) with their respective families Answer: A Page Ref: 243 Objective: Decide who is responsible for releasing youths from training school Level: Intermediate

6)

Which argument contradicts the contention that the staff members who work with the residents know them best and are best judges of when they should be released?

A) The institutional officials will intentionally try to keep the inmates imprisoned to prevent budget cuts.

B) The institutional staff does not have one-to-one relationships with the inmates.

C) The institutional officials and staff are prone to overreact to residents’ inability to get along in the institution.

D) The institutional staff does not know the inmates sufficiently to judge their behavior.

Answer: D Page Ref: 243 Objective: Decide who is responsible for releasing youths from training school Level: Intermediate

7)

Which of the following is a disadvantage of setting up independent agencies for releasing youths from training centers?

A) Agencies can be easily bribed and thus manipulated.

B) Agencies are too far removed from the institutions to know what is happening on the inside.

C) Ideological differences between agency members and the youths can lead to major disadvantages for the youths.

D) Agency members tend to overreact to the youth’s behavior.

Answer: B Page Ref: 244 Objective: Decide who is responsible for releasing youths from training school Level: Intermediate

8)

States that use ________ sentencing for juveniles usually have determined the time of institutional release when the youth is committed to training school.

A) minimum B) mandatory C) indeterminate D) optimum 247 Copyright © 2024 Pearson Education, Inc.

Answer: B Page Ref: 244 Objective: Decide who is responsible for releasing youths from training school Level: Basic 9)

Which of the following indicators is used by the Level of Service Inventory–Revised™ (LSI–R™) survey to assess juveniles on aftercare?

A) Criminal history B) Alcohol/drug problems C) Accommodation D) All of the above Answer: D Page Ref: 246 Objective: Describe the assessment of those on aftercare Level: Basic

10) Which of the following is a characteristic of youths returning to the community?

A) Mostly white B) Most have never been in custody before C) Most have a mental health disorder D) Mostly young Answer: C Page Ref: 247 Objective: Decide who is responsible for releasing youths from training school Level: Basic 11) Therapeutic communities focus on what?

A) Providing a separate residential program that is targeted towards substance abuse B) Providing a trusting relationship between youth and a prosocial adult C) Providing treatment that focuses on controlling impulses, problem solving, and the criminal thinking patterns of youth D) Proving evidenced-based case management that follows the principles of risk, need, and responsivity Answer: A Page Ref: 249 Objective: Describe risk control programs like intensive aftercare supervision Level: Intermediate 12) The Intensive Aftercare Program model focuses on ________.

A) punishment B) social control C) the reintegrative process D) retributive justice Answer: C 248 Copyright © 2024 Pearson Education, Inc.

Page Ref: 248 Objective: Describe risk control programs like intensive aftercare supervision Level: Basic 13) Cognitive behavioral treatment focuses on what?

A) Providing a separate residential program that is targeted towards substance abuse B) Providing a trusting relationship between youth and a prosocial adult C) Providing treatment that focuses on controlling impulses, problem solving, and the criminal thinking patterns of youth D) Proving evidenced-based case management that follows the principles of risk, need, and responsivity Answer: C Page Ref: 249 Objective: Describe risk control programs like intensive aftercare supervision Level: Intermediate 14) Which of the following is a reason given for the failure of aftercare?

A) Constructive nature of institutional life B) The abundance of support in the community C) Lack of a moral code among inmates D) Extreme fragmentation in the system Answer: D Page Ref: 250 Objective: Describe the downsides of the current reentry process Level: Basic 15) Which of the following is a characteristic of recidivists?

A) Recidivists have more difficulty adjusting to their prosocial peers.

B) Recidivists are less likely to be in groups to which it is difficult to adjust.

C) Recidivists are less likely to maintain interaction with older groups that have a history of delinquency.

D) Recidivists receive more effective antidelinquent teaching.

Answer: A Page Ref: 250 Objective: Describe the downsides of the current reentry process Level: Basic 16) Revocation generally is based on the ________ of the youths.

A) attitude B) past history C) age D) support systems Answer: A Page Ref: 253 249 Copyright © 2024 Pearson Education, Inc.

Objective: Describe the role of the aftercare officer Level: Basic 17) Which of the following was the most frequent reason for the revocation of aftercare according to a Kentucky study?

A) Commission of property crimes B) Technical violations C) Commission of violent crimes D) Continued drug use Answer: B Page Ref: 255 Objective: Describe the role of the aftercare officer Level: Basic 18) Murray v. Page set the rationale for the ________ model.

A) rehabilitation B) restorative justice C) due process D) crime control Answer: C Page Ref: 256 Objective: Describe the role of the aftercare officer Level: Intermediate 19) In Chief Justice Warren Burger’s opinion, the first requirement of due process for parole revocation is ________.

A) written notice of the claimed violation of parole B) a written statement by the fact finders C) the right to confront and cross-examine adverse witnesses D) a hearing before an uninvolved hearing officer Answer: D Page Ref: 255 Objective: Describe the role of the aftercare officer Level: Basic 20) Aftercare for the Incarcerated through Mentoring (AIM), a juvenile reentry program based in Indiana, focuses primarily on ________.

A) supervising the incarcerated B) providing employment to the released youth C) connecting imprisoned youth and adult mentors D) giving legal advice to the incarcerated Answer: C Page Ref: 257

250 Copyright © 2024 Pearson Education, Inc.

Objective: Describe means by which aftercare can be improved Level: Intermediate 21) What resulted in over $28 million dollars being awarded to non-profit organizations and governments to provide services to reentering ex-offenders?

A) The Second Chance Act being signed into law B) The Social Policy Act C) The Recidivism Reduction Act D) The offender Reintegration Act Answer: A Page Ref: 258 Objective: Describe means by which aftercare can be improved Level: Basic 22) Which of the following statements is the MOST TRUE? A) The most widely used program provides intensive supervision to low-risk youthful offenders.

B) Juveniles released from training schools are even less prepared for community living than they were in the past.

C) Low recidivism rates have inspired experimentation.

D) The challenge to improving aftercare is much easier today.

Answer: B Page Ref: 257 Objective: Describe means by which aftercare can be improved Level: Intermediate 23) What program begins with a thirteen-week reintegration treatment program that attempts to improve offenders’ basic socialization skills, to stop their use or abuse of drugs, and to provide them with employment and/or an educational opportunity?

A) Workforce 99 B) Lucky 13 C) Lifeskills ‘95 D) Cutting Edge Answer: C Page Ref: 257 Objective: Describe means by which aftercare can be improved Level: Intermediate 11.2 True/False Questions 1)

Confinement is the primary goal of imprisonment of juvenile offenders.

Answer: FALSE Page Ref: 242

251 Copyright © 2024 Pearson Education, Inc.

Objective: Describe the goals of aftercare Level: Basic 2)

Aftercare begins at or after sentencing and continues through confinement and a youth’s release to the community.

Answer: TRUE Page Ref: 242 Objective: Describe the goals of aftercare Level: Basic

3)

Aftercare is synonymous with probation.

Answer: FALSE Page Ref: 2423 Objective: Describe the goals of aftercare Level: Difficult

4)

In all states, the authority for making this decision for juveniles rests with the executive branch of state governments.

Answer: FALSE Page Ref: 243 Objective: Decide who is responsible for releasing youths from training school Level: Intermediate

5)

Illinois is the only state in which juvenile judges have the authority to remove juveniles from training schools.

Answer: FALSE Page Ref: 244 Objective: Decide who is responsible for releasing youths from training school Level: Difficult

6)

In six states, a parole board appointed by the governor considers early release for institutionalized juveniles.

Answer: TRUE Page Ref: 244 Objective: Decide who is responsible for releasing youths from training school Level: Basic

7)

The majority of juveniles returning to the community will not be returning home to their impoverished family and neighborhood.

Answer: FALSE Page Ref: 246 Objective: Describe the assessment of those on aftercare Level: Basic

8)

Most youth returning to the community have a mental health disorder.

Answer: TRUE Page Ref: 246 252 Copyright © 2024 Pearson Education, Inc.

Objective: Describe the assessment of those on aftercare Level: Basic 9)

Project Build is a reentry program out of Cook County that seeks to address family risk and protective factors.

Answer: FALSE Page Ref: 249 Objective: Describe risk control programs like intensive aftercare supervision Level: Intermediate

10) The Wayne County Second Chance Reentry Program abides by the best reentry practices of the Office of Juvenile Justice and Delinquency Prevention.

Answer: TRUE Page Ref: 24250 Objective: Describe risk control programs like intensive aftercare supervision Level: Basic 11) Reentry courts seek to use judicial oversight to help transition youth into the community.

Answer: TRUE Page Ref: 249 Objective: Describe risk control programs like intensive aftercare supervision Level: Basic 12) In spite of the various institutional and parole programs, many youths still get into trouble after release.

Answer: TRUE Page Ref: 250 Objective: Describe the downsides of the current reentry process Level: Basic 13) The Supreme Court first ruled on parole revocation procedures in the 1972 Morrissey v.

Brewer decision.

Answer: TRUE Page Ref: 255 Objective: Describe the role of the aftercare officer Level: Intermediate 14) Parole or aftercare officers have much in common with probation officers.

Answer: TRUE Page Ref: 252 Objective: Describe the role of the aftercare officer Level: Basic 15) Aftercare officers, more so than probation officers, are looked on even more often as law enforcement figures because they can return offenders to institutional confinement.

Answer: TRUE Page Ref: 253 253 Copyright © 2024 Pearson Education, Inc.

Objective: Describe the role of the aftercare officer Level: Intermediate 16) Revocation generally is based on the attitudes of the youths.

Answer: TRUE Page Ref: 255 Objective: Describe the role of the aftercare officer Level: Intermediate 17) Juveniles released from training schools are much more prepared for community living than they were in the past.

Answer: FALSE Page Ref: 257 Objective: Describe means by which aftercare can be improved Level: Intermediate 18) Lifeskills ‘95 is geared to chronic, high-risk juvenile offenders and is designed to assist these offenders when released from secure confinement.

Answer: TRUE Page Ref: 257 Objective: Describe means by which aftercare can be improved Level: Basic 19) Aftercare for the Incarcerated through Mentoring (AIM) based in Arizona.

is a juvenile reentry program

Answer: FALSE Page Ref: 257 Objective: Describe means by which aftercare can be improved Level: Intermediate 11.3 Short Answer Questions 1)

________ is the prime goal for a confined youth.

Answer: Release Page Ref: 242 Objective: Describe the goals of aftercare Level: Basic

2)

________ can be defined as reintegrative services that prepare out-of-home placed juveniles for reentry into the community by establishing the necessary collaborative arrangements with the community to ensure the delivery of prescribed services and supervision.

Answer: Aftercare Page Ref: 242 Objective: Describe the goals of aftercare Level: Basic 254 Copyright © 2024 Pearson Education, Inc.

3)

The bases on which juveniles are released from ________ schools vary, and so do those individuals responsible for making the release decision.

Answer: training Page Ref: 243 Objective: Decide who is responsible for releasing youths from training school Level: Basic

4)

States that use ________ or mandatory sentencing for juveniles usually have determined the time of institutional release when the youth is committed to training school.

Answer: determinate Page Ref: 244 Objective: Decide who is responsible for releasing youths from training school Level: Intermediate

5)

The majority of girls leaving a correctional facility have a history of physical or ________ abuse.

Answer: sexual Page Ref: 245 Objective: Describe the assessment of those on aftercare Level: Intermediate

6)

The ________ is a quantitative survey of offender attributes and their situations that is used to of assess juveniles on aftercare.

Answer: LSI–R Page Ref: 247 Objective: Describe the assessment of those on aftercare Level: Difficult

7)

________ programs focus on providing a trusting relationship between youth and a prosocial adult.

Answer: Mentoring Page Ref: 249 Objective: Describe risk control programs like intensive aftercare supervision Level: Intermediate

8)

The Intensive Aftercare Program model is a combination of social control, ________, and social learning theories.

Answer: strain Page Ref: 248 Objective: Describe risk control programs like intensive aftercare supervision Level: Difficult

9)

Operation New ________ provides lifestyle and life skills treatment models to encourage healthy decision making.

Answer: Hope Page Ref: 249 255 Copyright © 2024 Pearson Education, Inc.

Objective: Describe risk control programs like intensive aftercare supervision Level: Intermediate 10) Juveniles who have been confined for only a few months in training school do not need ________ programs.

Answer: reentry Page Ref: 250 Objective: Describe the downsides of the current reentry process Level: Intermediate 11) ________ officers have much in common with probation officers. Both perform duties that are investigatory and regulatory.

Answer: Aftercare Page Ref: 252 Objective: Describe the role of the aftercare officer Level: Basic 12) The ________ of aftercare is the early termination of a youth’s aftercare program, which usually takes place after one or more program violations.

Answer: revocation Page Ref: 253 Objective: Describe the role of the aftercare officer Level: Intermediate 13) It is clear that a reduction in ________ size and intensification of level of contacts are widely accepted operational principles for intensive aftercare programming.

Answer: caseload Page Ref: 257 Objective: Describe means by which aftercare can be improved Level: Intermediate 14) The challenge to improving aftercare is even greater today because of the demise of traditional ________ approaches n so many training schools across the nation.

Answer: treatment Page Ref: 258 Objective: Describe means by which aftercare can be improved Level: Difficult 11.4 Matching Questions Match each term with its description.

A) Youths in aftercare from a single-parent home in a 2010 study B) Black youths in aftercare from a 2010 study C) Hispanic youths in aftercare from a 2010 study D) White youths in aftercare from a 2010 study 256 Copyright © 2024 Pearson Education, Inc.

1)

36.6% Page Ref: 247 Objective: Describe the assessment of those on aftercare Level: Difficult

2)

39.4% Page Ref: 247 Objective: Describe the assessment of those on aftercare Level: Difficult

3)

19.8 % Page Ref: 247 Objective: Describe the assessment of those on aftercare Level: Difficult

4)

56% Page Ref: 247 Objective: Describe the assessment of those on aftercare Level: Difficult Answers: 1) D 2) B 3) C 4) A Match each term with its description.

A) The right to a hearing and counsel on probation violations B) Involved a probation revocation in Wisconsin C) Supreme court ruled on parole revocation procedures D) Set the rationale for the requirements of due process

5)

Morrissey v. Brewer Page Ref: 256 Objective: Describe the role of the aftercare officer Level: Intermediate

6)

Gagnon v. Scarpelli Page Ref: 256 Objective: Describe the role of the aftercare officer Level: Intermediate

7)

Mempa v. Rhay Page Ref: 256 Objective: Describe the role of the aftercare officer Level: Intermediate

8)

Murray v. Page Page Ref: 256 Objective: Describe the role of the aftercare officer

257 Copyright © 2024 Pearson Education, Inc.

Level: Intermediate Answers: 5) C 6) B 7) A 8) D Match each term with its description.

A) Over $82 million were appropriated to programs encouraging reintegration B) Over $28 million dollars were awarded for services for reentering ex-offenders C) The Second Chance Act was signed into law 9)

2008 Page Ref: 258 Objective: Describe means by which aftercare can be improved Level: Difficult

10) 2009 Page Ref: 258 Objective: Describe means by which aftercare can be improved Level: Difficult 11) 2010 Page Ref: 258 Objective: Describe means by which aftercare can be improved Level: Difficult Answers: 9) C 10) B 11) A 11.5 Essay Questions 1)

Explain what factors go into the decision of should be responsible to release youths from training schools.

Answer: The answer should include the following points: • Staff who work with the residents know them best and are, therefore, the best judges of when they should be released.

• The staff see their charges daily, work with them in therapy, interact with them informally, and observe their interaction with peers.

• The twenty-four hour living experience should, according to the proponents of institutional decision making, make the institution and its staff outstanding experts on the progress and character of their youths.

• The institutional officials and staff are prone to overreact to residents’ inability to get along in the institution.

Page Ref: 244 Objective: Decide who is responsible for releasing youths from training school Level: Intermediate

258 Copyright © 2024 Pearson Education, Inc.

2)

Describe the five types of juvenile reentry programs.

Answer: • Therapeutic Communities: These are separate residential programs that are usually targeted toward juvenile substance abuse.

• Mentoring: Focuses on providing a trusting relationship between youth and a prosocial adult in the criminal justice system.

• Case Management: Evidence-based case management follows the principles of risk, need, and responsivity.

• Cognitive-Behavioral Treatment: The focus of this type of treatment is on controlling impulses, problem solving, and the criminal thinking patterns of youth returning to society.

• Reentry Courts: These are specialized, problem-solving courts that seek to use judicial oversight to help transition youth to the community.

Page Ref: 249 Objective: Describe risk control programs like intensive aftercare supervision Level: Intermediate

3)

What do interstate compacts agree upon?

Answer: The answer should include the following points: • An agreement among the states to deal with both the mobility of youths and the need to keep them under supervision • Recognizes four basic areas: 1. Cooperative supervision of delinquent juveniles on probation or parole 2. The return, from one state to another, of delinquent juveniles who have escaped or absconded 3. The return, from one state to another, of nondelinquent juveniles who have run away from home 4. Additional measures for the protection of juveniles and of the public Page Ref: 256 Objective: Describe the role of the aftercare officer Level: Intermediate

11.6 Critical Thinking Questions 1)

There is a lot of controversy over when a youth should be released from training school and who makes that determination. What might be a legitimate reason why a juvenile would be released earlier than preferred by caseworkers?

Answer: Overcrowding would be a legitimate reason a youth might be released earlier than recommended by caseworkers.

Page Ref: 241–244 Objective: Decide who is responsible for releasing youths from training school Level: Difficult

259 Copyright © 2024 Pearson Education, Inc.

2)

One of these three youths just got released into the community and placed on aftercare. The other two have never been convicted of a crime. Based on the studies mentioned here in chapter 11, which one do you think is on aftercare?

1) Steve, a 15-year-old White boy of the middle class with a “C” average at school.

2) Shawon, a 17-year-old Black boy, whose father died three years ago, forcing his mother to work full time as a maid at Hotel 6.

3) Monique, a 14-year-old Hispanic female whose parents are still together.

Answer: Shawon would be the likeliest one on aftercare.

• Studies look at characteristics such as age, gender, economic status, and home situations.

• Youth on aftercare are mostly male, people of color, older, and come from impoverished neighborhoods.

• About half live in a single-parent home.

Page Ref: 243–244 Objective: Describe the assessment of those on aftercare Level: Difficult

260 Copyright © 2024 Pearson Education, Inc.

Juvenile Justice in America, 9e (Bartollas) Chapter 12 Treatment Technologies 12.1 Multiple Choice Questions 1)

Which of the following was the accepted treatment during the first four decades of the twentieth century in working with juveniles?

A) The study of the character and mental condition of lawbreakers B) Lengthy imprisonment C) Religious education D) Fair discipline and rigorous work training Answer: A Page Ref: 265 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate

2)

In which of the following stages did critics argue persuasively that rehabilitation’s assumptions conflict with basic human values?

A) The “numerous programs and innovations work” stage B) The “rehabilitation is not appropriate” stage C) The “nothing works” stage D) The “some treatments work” stage Answer: B Page Ref: 265 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate

3)

What was the finding of Gendreau and Ross about the offender rehabilitation literature and the attempts to reduce delinquent behavior?

A) The number of unsuccessful attempts are consistent with the “rehabilitation is not appropriate” hypothesis.

B) The number of unsuccessful attempts contradicted the “rehabilitation is not appropriate” hypothesis.

C) The number of successful reported attempts contradicted the “nothing works” hypothesis.

D) The number of successful reported attempts are consistent with the “nothing works” hypothesis.

Answer: C Page Ref: 265 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate

261 Copyright © 2024 Pearson Education, Inc.

4)

What does the need principle of effective intervention state?

A) Programs should focus on changing factors in the person and life circumstance that have been shown to be related to recidivism.

B) Programs should match the learning style of the participant to the mode of treatment delivery.

C) Programs should assess the risk of their clientele and provide services that are proportionate to the level of risk.

D) Programs should target low-risk, first-time offenders who have not yet become entrenched in the criminal lifestyle.

Answer: A Page Ref: 266 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Basic

5)

What does the risk principle of effective intervention state?

A) Programs should focus on changing factors in the person and life circumstance that have been shown to be related to recidivism.

B) Programs should match the learning style of the participant to the mode of treatment delivery.

C) Programs should assess the risk of their clientele and provide services that are proportionate to the level of risk.

D) Programs should target low-risk, first-time offenders who have not yet become entrenched in the criminal lifestyle.

Answer: C Page Ref: 266 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Basic

6)

Which assessment tool is linked to the risk and need principles, and to responsivity?

A) Juvenile Risk Assessment Tool B) Youth Assessment and Screening Instrument C) Structured Assessment of Violence Risk in Youth D) Youth Level of Service/Case Management Inventory Answer: D Page Ref: 269 Objective: Describe how youthful offenders are classified Level: Intermediate

7)

Which of the following assessment tools is intended for the initial assessment of male juvenile sexual offenders?

A) Juvenile Risk Assessment Tool (J-RAT) B) Youth Assessment and Screening Instrument C) Structured Assessment of Violence Risk in Youth D) Youth Level of Service/Case Management Inventory 262 Copyright © 2024 Pearson Education, Inc.

Answer: A Page Ref: 269 Objective: Describe how youthful offenders are classified Level: Intermediate 8)

Which treatment modality, used first in 1950s, is based on the assumption that youths could confront their peers and force them to face the reality of their behavior more effectively than staff could?

A) Cognitive-behavior therapy B) Guided group interaction C) Positive peer culture D) Drug and alcohol abuse intervention Answer: B Page Ref: 272 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate

9)

The treatment modality in which residents receive additional privileges as they become more accepting of the institutional rules and procedures is ________.

A) role theory B) behavior modification C) milieu therapy D) psychoanalysis Answer: B Page Ref: 270 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate

10) Which of the following therapeutic approaches helps youths to fulfill basic needs?

A) Transactional analysis B) Reality therapy C) Behavior modification D) Psychotherapy Answer: B Page Ref: 270 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate 11) A meta-analysis of sixty-nine studies covering both behavior and cognitive-behavioral problems determined that the cognitive-behavior programs are more effective ________.

A) in reducing rates of recidivism B) when led by an authoritarian figure C) with groups of fewer than ten juveniles D) for all-girl groups 263 Copyright © 2024 Pearson Education, Inc.

Answer: A Page Ref: 271 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate 12) Guided group interaction is characterized by ________.

A) personal empowerment B) non-authoritarian atmosphere C) getting youths to reflect on their earliest childhood experiences D) giving youths rewards for positive behaviors Answer: B Page Ref: 267 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate 13) An advantage of guided group interaction is that it ________.

A) offers employment for the over-abundance of trained group leaders B) helps the rehabilitation of people with drug addictions C) directs offenders toward resolutions through awareness of their problems D) provides a comprehensive strategy for dealing with troubled youths Answer: C Page Ref: 272 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate 14) The main philosophy of positive peer culture is to “turn around” the negative peer culture and to mobilize the power of the peer group in a positive way by teaching group members to ________.

A) warn others about the approach of any authorities B) challenge one another within the group C) be cautious about engaging with others D) care for one another Answer: D Page Ref: 273 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate 15) Which of the following is an ingredient of most successful treatment programs?

A) Allows offenders to learn needed skills on their own B) Similarity to other program C) Individualized treatment as opposed to a team approach D) Involvement of the offenders in the decision-making process Answer: D Page Ref: 275 264 Copyright © 2024 Pearson Education, Inc.

Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Intermediate 16) Inspired individuals dedicated to setting up a program is a key ingredient to success. As an example, ________ was able to generate enthusiasm in setting up Outward Bound (discussed in chapter 11).

A) Clifford Shaw B) Harry Vorrath C) Kurt Hahn D) Sister Falaka Fattah Answer: C Page Ref: 275 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Basic 17) According to our authors, which of the following would likely improve the quality of institutional treatment?

A) Mandatory drug screening B) More programs that ensure higher program integrity C) Stricter policies D) Shock incarceration Answer: B Page Ref: 276 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Intermediate 18) What does an integrated treatment model provide?

A) The central guiding vision that unites screening, assessment, case planning, treatment, transition, and aftercare B) Programs that discourage decision making that makes participants responsible for their choices C) Components that make them different from other correctional interventions D) The ability to make offenders okay with not accomplishing something Answer: A Page Ref: 276 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Intermediate 19) By definition, the “template-matching technique” ________.

A) is not applicable in juvenile corrections B) compares the best program’s characteristics with characteristics of programs that are recognized not to be very good C) creates a set of descriptors of the kinds of people who are most likely to benefit from a particular treatment

265 Copyright © 2024 Pearson Education, Inc.

D) provides the central guiding vision that unites screening, assessment, case planning, treatment, transition, and aftercare Answer: C Page Ref: 277 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Basic 20) What is the expected offender response to the errors in thinking approach?

A) To gain skills to overcome substance abuse B) To learn reality, responsible behavior, and right from wrong C) To learn a new approach to interpersonal relationships D) To learn responsible and pro-social behavior Answer: D Page Ref: 278 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Intermediate 21) Which of the following is true about the strategies to improve effectiveness of correctional programs?

A) Improving program effectiveness requires that program designs be based on theoretical premises.

B) Subtle effects need to be measured with small sample sizes.

C) The theoretical constructs must be separated from treatments that ensure the implemented in appropriate settings.

D) Treatment personnel need to be able to work without supervision.

Answer: A Page Ref: 276 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Intermediate 12.2 True/False Questions 1)

The responsivity principle of effective intervention states that programs should match the learning style of the clients to the mode of treatment delivery.

Answer: TRUE Page Ref: 266 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Basic

2)

The principles of effective intervention have not seen much support from research.

Answer: FALSE Page Ref: 266 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate 266 Copyright © 2024 Pearson Education, Inc.

3)

According to Lipsey and Cullen, the mean recidivism effects found in studies of rehabilitation treatment are consistently negative and relatively small.

Answer: FALSE Page Ref: 268 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate

4)

Programs targeting offenders who are higher risk are more effective in reducing recidivism than those that target lower risk offenders.

Answer: TRUE Page Ref: 266 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate

5)

The YLS/CMI(Youth Level of Service/Case Management Inventory) is an instrument based on three principles of case management: risk, need, and responsivity.

Answer: TRUE Page Ref: 269 Objective: Describe how youthful offenders are classified Level: Intermediate

6)

The YASI (Youth Assessment and Screening Instrument) is the youth version of the widely used adult assessment–the Level of Service Inventory Revisited (LSI-R).

Answer: FALSE Page Ref: 269 Objective: Describe how youthful offenders are classified Level: Intermediate

7)

Behavior therapy is based on the assumption that the foundations for criminal behavior are dysfunctional patterns of thinking.

Answer: FALSE Page Ref: 270 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate

8)

It is uncommon for training schools today to employ insight-based therapy techniques.

Answer: FALSE Page Ref: 269 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Basic

9)

Cognitive-behavior therapy for offenders targets the thoughts and attitudes that are associated with antisocial behavior as well as deviant lifestyle.

Answer: TRUE Page Ref: 270

267 Copyright © 2024 Pearson Education, Inc.

Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate 10) The main philosophy of guided group interaction is to construct an authoritarian atmosphere.

Answer: FALSE Page Ref: 272 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate 11) The major strength of guided group interaction is its ability to circumvent the values of the delinquent peer subculture.

Answer: TRUE Page Ref: 272 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate 12) Research indicates that cognitive-behavior therapy approaches have no effect on offenders.

Answer: FALSE Page Ref: 270 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Difficult 13) True randomized experiments must be conducted whenever feasible because they permit some certainty about causal relationships.

Answer: TRUE Page Ref: 277 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Intermediate 14) Effective treatment programs are usually set up by an inspired individual or group.

Answer: TRUE Page Ref: 275 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Basic 15) The treatment goal of guided group interaction is personal autonomy.

Answer: FALSE Page Ref: 272 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Difficult 16) The errors in thinking approach focuses on getting the offender to learn responsible and prosocial behavior.

Answer: TRUE Page Ref: 278

268 Copyright © 2024 Pearson Education, Inc.

Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Basic 17) The “template matching technique” creates a set of descriptors, or a template, of the kinds of people who are most likely to benefit from a particular treatment according to the theory or basic assumptions underlying it.

Answer: TRUE Page Ref: 277 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Basic 12.3 Short Answer Questions 1)

The “nothing ________” controversy was the result of a review of literature by Robert Martinson.

Answer: works Page Ref: 265 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate

2)

A literature review in the late 1980s by the researchers Gendreau and Ross contradicted the “________ works” hypothesis.

Answer: nothing Page Ref: 265 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate

3)

The ________ principle of effective intervention suggests that intensive treatment can make things worse for low-risk cases.

Answer: risk Page Ref: 266 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate

4)

________ needs are factors that, once changed, have been shown to be related to reductions in recidivism.

Answer: Criminogenic Page Ref: 266 Objective: Describe how youthful offenders are classified Level: Difficult

5)

The YLS/CMI (Youth Level of Service/Case Management Inventory) based on three principles of case management: risk, need and ________.

Answer: responsivity Page Ref: 269 269 Copyright © 2024 Pearson Education, Inc.

is an instrument

Objective: Describe how youthful offenders are classified Level: Intermediate 6)

________ based therapies encourage residents to talk about past conflicts that cause them to express emotional problems through aggressive or antisocial behavior.

Answer: Insight Page Ref: 269 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Difficult

7)

Guided group interaction is based on the assumption that ________ would confront delinquent youth more effectively than staff.

Answer: peers Page Ref: 272 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate

8)

Positive peer culture is designed to turn around a negative peer culture and mobilize the power of the ________ in a positive way.

Answer: group Page Ref: 273 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate

9)

Learning reality, responsible behavior, and the ability to distinguish right from wrong are the three expected offender responses of ________ therapy.

Answer: reality Page Ref: 270 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Intermediate

10) Effective programs frequently involve offenders in the ________ making process.

Answer: decision Page Ref: 275 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Intermediate 11) The treatment technology that examines individual problems in a group context and learns a new approach to interpersonal relationships is known as ________ analysis.

Answer: transactional Page Ref: 278 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Intermediate 12) Palmer suggests that effective interventions for each offender must take seriously ________ deficits, external pressures and disadvantages, and internal difficulties.

Answer: skill 270 Copyright © 2024 Pearson Education, Inc.

Page Ref: 277 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Intermediate 12.4 Matching Questions Match each term with its description.

A) “Some treatments work” stage B) “Numerous programs and innovations work” stage C) “Nothing works” stage D) “Rehabilitation is not appropriate” stage 1)

Robert Martinson Page Ref: 265 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate

2)

Paul Gendreau Page Ref: 265 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate

3)

Mark Lipsey Page Ref: 268 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate

4)

Psychiatrists Page Ref: 265 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate Answers: 1) C 2) A 3) B 4) D Match each term with its description.

A) Places youths in categories of likelihood of future violent offenses B) For the initial assessment of male juvenile sexual offenders C) Risk principal, need principle, and responsivity D) 20 item assessment of psychopathic traits in male and female offenders E) Self-report inventory of 52 Yes/No questions for assessing mental health F) Useful in intervention planning and ongoing progress monitoring

271 Copyright © 2024 Pearson Education, Inc.

5)

YLS/CMI Page Ref: 269 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Difficult

6)

J-RAT Page Ref: 269 Objective: Describe how youthful offenders are classified Level: Difficult

7)

YASI Page Ref: 269 Objective: Describe how youthful offenders are classified Level: Difficult

8)

SAVRY Page Ref: 269 Objective: Describe how youthful offenders are classified Level: Difficult

9)

MAY SI-2 Page Ref: 269 Objective: Describe how youthful offenders are classified Level: Difficult

10) PCL-YV Page Ref: 269 Objective: Describe how youthful offenders are classified Level: Difficult Answers: 5) C 6) B 7) A 8) F 9) E 10) D 12.5 Essay Questions 1)

Summarize the principles of effective intervention.

Answer: • The risk principle: Whom to target. Avoid targeting low-risk cases and ensure the level of treatment is proportionate to the level of risk.

• The need principle: What to target. Target criminogenic needs, which are factors that, when changed, have been shown to be related to recidivism.

• The responsivity principle: How to target. Programs should match the learning style of the youth to the modality of the treatment.

Page Ref: 266 Objective: Summarize the different viewpoints concerning treatment in juvenile justice Level: Intermediate 272 Copyright © 2024 Pearson Education, Inc.

2)

Describe the various group programs.

Answer: The answer should include discussion of the following points: • Guided group interaction • Positive peer culture • Drug and alcohol abuse interventions • Interventions with juvenile sex offenders Page Ref: 271–273 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Intermediate

3)

Explain the ingredients of effective treatment programs.

Answer: The answer should include discussion of the following points: • The inspired leader who means business • Unified treatment team • Philosophy of life that is transmittable • Involvement of offenders in the decision-making process • Skill development • Uniqueness • Integrated treatment model • Palmer’s approach is different. He says effective intervention will take seriously: o Skill/Capacity Deficits o External Pressures/Disadvantages o Internal Difficulties Page Ref: 275–276 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Intermediate 12.6 Critical Thinking Questions

1)

As a probation officer you need to place an offender into a treatment program and you have two to choose from. Which of the following programs would likely be the most effective?

Program A: Individual supervision. Philosophies encouraged, but not pushed. Program is familiar to the offenders without much variation from other programs.

Program B: Team approach. Philosophies are taught and strongly encouraged. Programs are different than most other programs.

Answer: Program B would likely be the most effective.

• Effective programs have developed a unified-team approach among staff, have a transmittable philosophy of life, and are regarded as unique and different by offenders.

Page Ref: 275 Objective: Identify suggestions for improving treatment in juvenile justice agencies Level: Difficult

273 Copyright © 2024 Pearson Education, Inc.

2)

You supervise Robert, a 16-year-old violent offender who has low self-esteem from being raised in a negative home environment. You are looking for a program that examines individual problems in a group context and will help him learn a new approach to interpersonal relationships. Of the nine treatment technologies in table 12-3 in the text, which would be the best-suited approach for Robert?

Answer: Positive Peer Culture would be a good fit for Robert.

• The main philosophy of PPC is to “turn around” the negative peer culture and to mobilize the power of the peer group in a positive way.

• PPC does this by teaching group members to care for one another.

• Once caring becomes “fashionable” and is accepted by the group, “hurting goes out of style.”

Page Ref: 278 Objective: Describe the treatment modalities used most frequently in juvenile justice Level: Difficult

274 Copyright © 2024 Pearson Education, Inc.

Juvenile Justice in America, 9e (Bartollas) Chapter 13 Juvenile Gangs 13.1 Multiple Choice Questions 1)

Which of the following is a parameter that can be used to define a gang?

A) The gang avoids having any type of identifiable structure.

B) A gang can be as few as two members.

C) The members engage in delinquency instead of criminal activity.

D) The gang uses intimidation and fear to further its criminal objectives.

Answer: D Page Ref: 284 Objective: Define gangs Level: Intermediate

2)

For a gang to be defined as one, it needs to have at least ________ member(s).

A) one B) two C) three D) four Answer: C Page Ref: 284 Objective: Define gangs Level: Basic

3)

The most consistent finding on the work of detached workers for gangs was that they ________.

A) decreased the size of the youth gang B) produced more harmony among gang members C) decreased the amount of female participation in the group D) increased the size of the youth gang Answer: D Page Ref: 285 Objective: Outline the development of gangs in the United States Level: Basic

4)

Which of the following was a supergang in Chicago that became involved in communitybetterment programs?

A) Bloods B) Crips C) Vice Lords D) Disciples 275 Copyright © 2024 Pearson Education, Inc.

Answer: C Page Ref: 285 Objective: Outline the development of gangs in the United States Level: Basic 5)

Which of the following drugs hit the streets in the late 1980s and contributed to the expansion, violence, and criminal gang operations?

A) Amphetamines B) Marijuana C) Crack cocaine D) Heroin Answer: C Page Ref: 286 Objective: Outline the development of gangs in the United States Level: Basic

6)

Which of the following is an inaccurate statement?

A) An important gang dimension is the size of the gang.

B) An important gang dimension is the attraction of the gang.

C) An important gang dimension is the age of the gang.

D) An important gang dimension is the specialty of the gang.

Answer: D Page Ref: 288 Objective: Outline the development of gangs in the United States Level: Basic

7)

Which of the following gang scholars studied more than 1000 gangs in Chicago in 1927?

A) Walter B. Miller B) Joan Moore C) Fredrick Thrasher D) Irving Spergel Answer: C Page Ref: 287 Objective: Outline the development of gangs in the United States Level: Intermediate

8)

According to Carl S. Taylor, gangs that prey on those who are unable to defend themselves are ________ gangs.

A) hedonistic B) scavenger C) territorial D) corporate Answer: B Page Ref: 291 276 Copyright © 2024 Pearson Education, Inc.

Objective: Describe the behaviors and activities of gangs Level: Basic 9)

According to Jeffery Fagan’s analysis, which of the following gangs were involved in a few delinquent activities and only alcohol and marijuana use?

A) Type 2 gangs B) Type 3 gangs C) Type 4 gangs D) Type 1 gangs Answer: D Page Ref: 292 Objective: Describe the behaviors and activities of gangs Level: Intermediate

10) Which of the following is true of girls?

A) In emerging gangs, they are empowered and only perform tasks they choose.

B) Most girls in urban communities either join female gangs or a satellite to a female gang.

C) It appears that they are likely to continue their adult involvement, as they become adults.

D) Child rearing tends to increase the attractiveness of gang behaviors.

Answer: C Page Ref: 296 Objective: Identify the primary types of gangs Level: Intermediate 11) Which gangs tend to have more identifiable leadership?

A) Hispanic/Latino gangs B) Black gangs C) Asian gangs D) White gangs Answer: C Page Ref: 297 Objective: Identify the primary types of gangs Level: Basic 12) What is the racial/ethnic background of the MS-13 and Sur 13 gangs?

A) Asian B) Hispanic/Latino C) White D) Black Answer: B Page Ref: 296 Objective: Identify the primary types of gangs Level: Intermediate 277 Copyright © 2024 Pearson Education, Inc.

13) Which of the following gangs has been the most active in drug trafficking across the United States?

A) La Raza B) Miami Boys C) Bloods and Crips D) Jamaican Posses Answer: C Page Ref: 293 Objective: Identify the primary types of gangs Level: Intermediate 14) Which of the following is true of female gangs?

A) They all operate independent of adolescent male gangs.

B) Studies show that girls age out of gangs before boys.

C) Loyalty is not a basic element.

D) They are all non-violent.

Answer: B Page Ref: 297 Objective: Identify the primary types of gangs Level: Intermediate 15) Why do adult gangs use the juvenile gang members to commit violent crimes?

A) They don’t drive and can’t handle other responsibilities, such as errand running.

B) They need a responsibility since they are too young to carry weapons.

C) They need a responsibility since they are too young to deal in drugs at “rock houses.”

D) Juveniles are likely to be treated less harshly than the adults in the criminal justice system.

Answer: D Page Ref: 298 Objective: Identify the primary types of gangs Level: Intermediate 16) Which of the following takes place in stage 5 of gang development?

A) Expansion and conflict B) Gang takeover C) Gang intimidation D) Expansion of drug markets Answer: D Page Ref: 299 Objective: Identify the seven stages of emergent gang development Level: Intermediate

278 Copyright © 2024 Pearson Education, Inc.

17) What characterizes the final stage of gang development?

A) Gang membership increases.

B) The competition between rival gangs erupts in open conflict in school.

C) The deterioration of the city D) Gaining control in neighborhoods Answer: C Page Ref: 300 Objective: Identify the seven stages of emergent gang development Level: Intermediate 18) Which of the following takes place the earliest in gang development?

A) The city deteriorates because of gang control.

B) Gang leaders tell youths in a community they may “represent” gang signs.

C) Gangs control neighborhoods.

D) Drugs are sold openly in schools.

Answer: B Page Ref: 299 Objective: Identify the seven stages of emergent gang development Level: Difficult 19) According to Spergel, which of the following strategies of intervention focuses on arrest, incarceration, monitoring, and supervision of gang members?

A) Organizational development B) Community organization C) Suppression D) Opportunity provision Answer: C Page Ref: 301 Objective: Summarize the efforts to prevent and control gangs Level: Intermediate 20) Which of the following strategies is predictive of effectiveness in working with gang problems according to Spergel?

A) Setting up opportunity programs along with strong community organization and participation of key community members B) Focusing more on arrest, incarceration, and monitoring of gang members C) Increasing the size of the police department’s gang suppression unit D) Strengthening social intervention in early childhood Answer: A Page Ref: 301 Objective: Summarize the efforts to prevent and control gangs Level: Intermediate

279 Copyright © 2024 Pearson Education, Inc.

13.2 True/False Questions 1)

There is a consensus among researchers about what parameters define a gang.

Answer: FALSE Page Ref: 284 Objective: Define gangs Level: Basic

2)

To be considered a gang, a gang must have at least three members.

Answer: TRUE Page Ref: 284 Objective: Define gangs Level: Basic

3)

There was an upsurge of youth gangs beginning in 1988.

Answer: TRUE Page Ref: 283 Objective: Outline the development of gangs in the United States Level: Basic

4)

Youth gangs may have existed as early as the American Revolution.

Answer: TRUE Page Ref: 284 Objective: Outline the development of gangs in the United States Level: Basic

5)

In the 1920s, urban gangs became responsible for a major portion of muggings, robberies, extortions, and drug trafficking operations in the United States.

Answer: FALSE Page Ref: 284 Objective: Outline the development of gangs in the United States Level: Intermediate

6)

The number of gangs, as well as membership in these gangs, began to decline in the mid1990s.

Answer: TRUE Page Ref: 286 Objective: Outline the development of gangs in the United States Level: Basic

7)

Gangs have largely stayed out of urban schools.

Answer: FALSE Page Ref: 287 Objective: Outline the development of gangs in the United States Level: Intermediate 280 Copyright © 2024 Pearson Education, Inc.

8)

The influential type of gang leadership structure relates power and authority to one’s position in the line of command.

Answer: FALSE Page Ref: 291 Objective: Describe the behaviors and activities of gangs Level: Intermediate

9)

The Bloods and the Crips, the most notorious Los Angeles gangs, are representative of the horizontal/commission type.

Answer: TRUE Page Ref: 291 Objective: Describe the behaviors and activities of gangs Level: Basic

10) Asian gangs are generally more numerous and have more members than other racial and ethnic gangs.

Answer: FALSE Page Ref: 297 Objective: Identify the primary types of gangs Level: Intermediate 11) Until the closing decades of the twentieth century, most gangs were made up of Black youths.

Answer: FALSE Page Ref: 297 Objective: Identify the primary types of gangs Level: Difficult 12) Studies consistently show that female gangs are separate entities from male gangs.

Answer: FALSE Page Ref: 297 Objective: Identify the primary types of gangs Level: Basic 13) Researchers who examined the Denver Youth Survey found that girl gang members engaged in only a slightly lower level of frequency of offending than did boys.

Answer: TRUE Page Ref: 297 Objective: Identify the primary types of gangs Level: Basic 14) Studies reveal that juveniles make up the majority of the membership of adult gangs.

Answer: FALSE Page Ref: 298 Objective: Identify the primary types of gangs Level: Difficult 281 Copyright © 2024 Pearson Education, Inc.

15) Gangs avoid using the younger members to deal crack cocaine.

Answer: FALSE Page Ref: 298 Objective: Identify the primary types of gangs Level: Intermediate 16) Stage 1 of gang development is characterized by the deterioration of the city because of gang control.

Answer: FALSE Page Ref: 299 Objective: Identify the seven stages of emergent gang development Level: Basic 17) Stage 7 of gang development is characterized by gang leaders becoming aware that the sale of crack cocaine in new markets would bring exceptionally high profits.

Answer: FALSE Page Ref: 300 Objective: Identify the seven stages of emergent gang development Level: Basic 18) The primary goal of the comprehensive gang model in Chicago was to reduce the extremely high levels of female gang members.

Answer: FALSE Page Ref: 301 Objective: Summarize the efforts to prevent and control gangs Level: Difficult 19) The Gang Violence Reduction Program was started in Chicago to combat gang violence.

Answer: TRUE Page Ref: 302 Objective: Summarize the efforts to prevent and control gangs Level: Basic 13.3 Short Answer Questions 1)

There is considerable ________ about what parameters define a gang.

Answer: disagreement Page Ref: 284 Objective: Define gangs Level: Intermediate

2)

The gang’s purpose in part is to engage in criminal activity, and it uses violence or ________ to further its criminal objectives.

Answer: intimidation 282 Copyright © 2024 Pearson Education, Inc.

Page Ref: 284 Objective: Define gangs Level: Basic 3)

Major ________ developed when neighborhood gangs became larger and more powerful than other gangs in surrounding neighborhoods.

Answer: supergangs Page Ref: 285 Objective: Outline the development of gangs in the United States Level: Basic

4)

Among the changes in the 1970s through the 1990s was street gangs becoming responsible for a large portion of ________ crime, including violent crime.

Answer: urban Page Ref: 286 Objective: Outline the development of gangs in the United States Level: Basic

5)

Underclass theory has been widely used to explain the ________ of gangs.

Answer: origins Page Ref: 290 Objective: Outline the development of gangs in the United States Level: Basic

6)

According to Martin Jankowski, the vertical structure divides ________ hierarchically into several different levels.

Answer: leadership Page Ref: 292 Objective: Describe the behaviors and activities of gangs Level: Intermediate

7)

The three types of gangs identified by C. Ronald Huff in Cleveland and Columbus were hedonistic, instrumental, and ________ gangs.

Answer: predatory Page Ref: 291 Objective: Describe the behaviors and activities of gangs Level: Difficult

8)

According to Carl S. Taylor, Detroit gangs are of three types: ________, territorial, and corporate.

Answer: scavenger Page Ref: 291 Objective: Describe the behaviors and activities of gangs Level: Difficult

283 Copyright © 2024 Pearson Education, Inc.

9)

The girls in a(n) ________ gang generally go along with the boys, performing whatever tasks they are delegated to do.

Answer: emerging Page Ref: 296 Objective: Identify the primary types of gangs Level: Intermediate

10) In some training schools, especially in the southwest, gangs control the peer culture and make it very difficult for staff to generate a(n) ________ peer culture.

Answer: positive Page Ref: 296 Objective: Identify the primary types of gangs Level: Intermediate 11) Black gangs usually identify themselves by wearing certain colors in addition to other identifiers, such as the common ________ signs.

Answer: hand Page Ref: 297 Objective: Identify the primary types of gangs Level: Intermediate 12) In the 1990s, the West Coast saw a consolidation of lower and middle-class ________ youth into groups who referred to themselves as stoners.

Answer: White Page Ref: 297 Objective: Identify the primary types of gangs Level: Intermediate 13) A few studies have shown that some female gangs in Philadelphia and New York are extremely ________.

Answer: violent Page Ref: 297 Objective: Identify the primary types of gangs Level: Intermediate 14) Esbensen and colleagues’ findings showed that girls received more ________ fulfillment from their involvement with gang activity than boys do.

Answer: emotional Page Ref: 298 Objective: Identify the primary types of gangs Level: Intermediate

284 Copyright © 2024 Pearson Education, Inc.

15) ________ is the first stage of emerging gangs.

Answer: Implementation Page Ref: 299 Objective: Identify the seven stages of emergent gang development Level: Intermediate 16) The final stage of gang development is characterized by the ________ of the city as a result of gang control.

Answer: deterioration Page Ref: 300 Objective: Identify the seven stages of emergent gang development Level: Difficult 17) According to Spergel and colleagues, the form of community intervention that focuses on individual behavior and value change is ________ intervention.

Answer: social Page Ref: 301 Objective: Summarize the efforts to prevent and control gangs Level: Intermediate 13.4 Matching Questions Match each term with its description.

A) Teenage gangs became established in Boston, New York, and Philadelphia.

B) Leadership of gangs was assumed by adults.

C) The number of youth gangs exploded across the United States.

D) Gangs were largely transitory social groups in Chicago.

1)

1920s-1940s Page Ref: 286 Objective: Outline the development of gangs in the United States Level: Intermediate

2)

1940s-1950s Page Ref: 286 Objective: Outline the development of gangs in the United States Level: Intermediate

3)

1970s-1988 Page Ref: 287 Objective: Outline the development of gangs in the United States Level: Intermediate

285 Copyright © 2024 Pearson Education, Inc.

4)

1989–1999 Page Ref: 287 Objective: Outline the development of gangs in the United States Level: Intermediate Answers: 1) D 2) A 3) B 4) C Match each term with its description.

A) Known for Community-Wide Approach to Gang Prevention B) Study of female gangs is one of the most important of the 20th century C) Known for the analysis of growth and changes in gangs D) This person’s study was one of the first to define youth gangs

5)

Frederick Thrasher Page Ref: 287 Objective: Outline the development of gangs in the United States Level: Intermediate

6)

Walter Miller Page Ref: 287 Objective: Outline the development of gangs in the United States Level: Intermediate

7)

Joan Moore Page Ref: 287 Objective: Outline the development of gangs in the United States Level: Intermediate

8)

Irving Spergel Page Ref: 287 Objective: Outline the development of gangs in the United States Level: Intermediate Answers: 5) D 6) C 7) B 8) A Match each term with its description.

A) Underclass theory B) Social disorganization C) Strain theory D) Subcultural affiliation

9)

Cloward and Ohlin Page Ref: 290 Objective: Outline the development of gangs in the United States Level: Intermediate

286 Copyright © 2024 Pearson Education, Inc.

10) Miller Page Ref: 290 Objective: Outline the development of gangs in the United States Level: Intermediate 11) Yablonsky Page Ref: 290 Objective: Outline the development of gangs in the United States Level: Intermediate 12) Fagan and others Page Ref: 290 Objective: Outline the development of gangs in the United States Level: Intermediate Answers: 9) C 10) D 11) B 12) A 13.5 Essay Questions 1)

Describe the parameters used by the U.S. Department of Justice to define a gang.

Answer: The answer should include the following points: • An association or three or more members; • Whose members collectively identify themselves by adopting a group identity which they use to create an atmosphere of fear or intimidation frequently by employing one or more of the following: a common name, slogan, identifying sign, symbol, tattoo or other physical marking, style or color of clothing, hairstyle, hand sign or graffiti; • The association’s purpose in part is to engage in criminal activity and it uses violence or intimidation to further its criminal objectives; • Its members engage in criminal activity or acts of juvenile delinquency, which if committed by adults would be adult crimes; • With reference to enhance or preserve the association’s power, reputation, or economic resources.

Page Ref: 284 Objective: Define gangs Level: Basic

2)

Explain the difference between the gangs of the 1950s and the supergangs of the 1960s.

Answer: The answer should include the following points: • 1950s: o They spent time “hanging out” and partying together; when deemed necessary, they fought other gangs. o Not the lethal weapons they became in recent decades, but capable of violent behavior. o Always understood to be protecting turf.

287 Copyright © 2024 Pearson Education, Inc.

o

Attracted considerable attention among researchers and policy makers.

Millions of dollars spent on projects and programs designed to prevent and control gang behavior.

• 1960s: o The major supergangs developed when neighborhood gangs became larger and more powerful than other gangs in surrounding neighborhoods. o They forced the small groups to become part of their gang organization. o The supergangs in Chicago became involved in community action and political activism.

Page Ref: 285 Objective: Outline the development of gangs in the United States Level: Difficult 3) Describe the three different types of gang leadership and how it applies to modern-day gangs.

Answer: The answer should include the following points: • The vertical/hierarchical structure divides leadership into several levels.

• Power and authority are related to one’s position in the line of command.

• The horizontal/commission structure consists of several officeholders who share about equal authority over members.

• The leaders share the duties as well as the power and authority.

• The influential structure assigns no written duties or titles to the leadership positions.

• This type of system has two to four members who are regarded as the leaders of the gang.

• The authority of the influential leaders is derived from charisma.

Page Ref: 292 Objective: Describe the behaviors and activities of gangs Level: Difficult 4)

Why were gangs in the 1980s becoming increasingly adult-oriented?

Answer: The answer should include the following points: • Juveniles were not leaving the urban gangs to which they belonged when they became adults.

• These gangs supplied certain needs not being met in other social groups or traditional rites of passage into adulthood.

• The increased imprisonment of gang members fostered the development of prison gangs that kept their allegiance to these gangs while in prison and subsequent to being released from prison.

• This pattern remains true today as more than half of all gang members are over the age of 18.

Page Ref: 285–286 Objective: Outline the development of gangs in the United States Level: Intermediate

288 Copyright © 2024 Pearson Education, Inc.

13.6 Critical Thinking Questions 1)

Which of the following gangs would someone likely belong to if he were living in L.A., was very organized, had an identifiable leadership, was involved heavily in Heroin trafficking, and was tied closely to social and economic life? a) Hispanic/Latino gang b) Black gang c) Asian gang d) White gang Answer: C – Most likely the person would be a member of an Asian gang.

• Not known as the largest or most prominent, but is involved in some of the worst gang violence.

• Chinese gangs are closely tied to the social and economic life of their rapidly developing economically robust communities.

• A study of Vietnamese youth gangs in Southern California found that these youths experience much marginality but attained the American dream by robbing Vietnamese families of large amounts of cash that such families keep at home.

Page Ref: 296–297 Objective: Identify the primary types of gangs Level: Difficult

2)

You decide to join a gang that many of your friends belong to. Your friends advise you not to talk to any of the gang members wearing a black bandana until you earn your blue bandana. They tell you that you can talk to the members with blue bandanas as long as they invite you to first. They then tell you that the most important thing to remember is that you never come within 5 feet of the one person who wears the red bandana or you will be severely punished. Which of Jankowski’s three types of leadership would the gang most closely resemble?

Answer: The vertical/hierarchical structure • The leadership is divided hierarchically into several different levels.

• Power and authority are related to one’s position in the line of command.

Page Ref: 294 Objective: Describe the behaviors and activities of gangs Level: Intermediate

289 Copyright © 2024 Pearson Education, Inc.

Juvenile Justice in America, 9e (Bartollas) Chapter 14 Drugs and Delinquency 14.1 Multiple Choice Questions 1)

Adolescent drug use becomes abuse only when the user becomes ________.

A) self-centered B) “hooked” C) a pusher D) dysfunctional Answer: D Page Ref: 308 Objective: Explain why some juveniles are drawn to illicit drugs Level: Basic

2)

Which of the following drugs does law forbid for everyone in the United States?

A) Tobacco B) Alcohol C) Illicit drugs D) Licit drugs Answer: C Page Ref: 311 Objective: Explain why some juveniles are drawn to illicit drugs Level: Basic

3)

For many youth, which of the following has replaced smoking cigarettes?

A) Vaping B) Chewing tobacco C) Synthetic marijuana D) Alcohol Answer: A Page Ref: 314 Objective: Explain why some juveniles are drawn to illicit drugs Level: Basic

4)

Which of the following is the most frequently used illicit drug, known by a variety of street names and usually smoked?

A) Cocaine B) Marijuana C) Ecstasy D) Methamphetamine Answer: B 290 Copyright © 2024 Pearson Education, Inc.

Page Ref: 312 Objective: Describe the relationship between drug use and delinquency Level: Basic 5)

Which of the following is a highly addicting stimulant (also known as club drug) that can be injected, smoked, or snorted?

A) Cocaine B) Marijuana C) Ecstasy D) Methamphetamine Answer: D Page Ref: 314 Objective: Describe the relationship between drug use and delinquency Level: Basic

6)

Which theory asserts that the desire to drink alcohol and get high is very much related to the desire to feel good, to be comfortable in social situations, and to gain acceptance in peer culture?

A) Social disorganization theory B) Social control theory C) Stress relief theory D) Social learning theory Answer: C Page Ref: 321 Objective: Describe the process that leads to the onset of drug abuse Level: Intermediate

7)

Which theory asserts that hopelessness of the poor leads them to seek relief; hence, drug use and alcohol abuse provide an immediate fix for hopelessness but, in the long run, create other problems?

A) Social disorganization theory B) Social control theory C) Stress relief theory D) Social learning theory Answer: A Page Ref: 322 Objective: Describe the process that leads to the onset of drug abuse Level: Intermediate

8)

Which theory asserts that emotional attachment to peers who use substances is a primary cause of substance abuse?

A) Social disorganization theory B) Social control theory C) Stress relief theory D) Social learning theory 291 Copyright © 2024 Pearson Education, Inc.

Answer: B Page Ref: 321 Objective: Describe the process that leads to the onset of drug abuse Level: Intermediate 9)

Which approach to controlling drug use is designed to reduce the damage done to youths by drug use and by the severe penalties resulting from drug use and sales?

A) Harm reduction B) Treatment interventions C) Strict enforcement D) Prevention programs Answer: A Page Ref: 325 Objective: Describe and give examples of the most effective means for controlling drug abuse Level: Basic

10) Which program for controlling drug use take place in psychiatric and hospital settings and is mostly available for parents who can afford it or have third-party insurance benefits?

A) Harm reduction B) Treatment interventions C) Strict enforcement D) Prevention programs Answer: B Page Ref: 323 Objective: Describe and give examples of the most effective means for controlling drug abuse Level: Basic 14.2 True/False Questions 1)

Drug use among adolescents has dropped from the 1970s through today.

Answer: TRUE Page Ref: 308 Objective: Explain why some juveniles are drawn to illicit drugs Level: Intermediate

2)

Methamphetamine is ingested by smoking, injecting, or snorting it.

Answer: TRUE Page Ref: 314 Objective: Explain why some juveniles are drawn to illicit drugs Level: Basic 292 Copyright © 2024 Pearson Education, Inc.

3)

Vaping is the act of inhaling an aerosol that contains e-liquids, nicotine, or marijuana.

Answer: TRUE Page Ref: 314 Objective: Explain why some juveniles are drawn to illicit drugs Level: Basic

4)

All opioids are illegal drugs.

Answer: FALSE Page Ref: 318 Objective: Explain why some juveniles are drawn to illicit drugs Level: Basic

5)

Vaping was created to help people quit smoking and has not been appealing to youth.

Answer: FALSE Page Ref: 314 Objective: Explain why some juveniles are drawn to illicit drugs Level: Basic

6)

The developmental model developed by Kandel and colleagues suggests that alcohol use follows participation in minor delinquency and exposure to friends and parents who drink.

Answer: TRUE Page Ref: 319 Objective: Describe the relationship between drug use and delinquency Level: Intermediate

7)

There is widespread agreement that there is a sequential pattern of involvement in drug use during adolescence.

Answer: TRUE Page Ref: 319 Objective: Describe the relationship between drug use and delinquency Level: Basic

8)

Cocaine is a type of hallucinogen that was used in the 1960s and 1970s, but PCP, a nervous system excitant, has been more recently used by adolescents.

Answer: FALSE Page Ref: 319 Objective: Describe the relationship between drug use and delinquency Level: Basic

9)

Strain, social control, and social learning theories are considered integrated theories.

Answer: TRUE Page Ref: 322 Objective: Describe the process that leads to the onset of drug abuse Level: Intermediate

293 Copyright © 2024 Pearson Education, Inc.

10) Cognitive-affective theories focus on how perceptions about the costs and benefits of drug use contribute to adolescents’ decisions to experiment with these substances.

Answer: TRUE Page Ref: 321 Objective: Describe the process that leads to the onset of drug abuse Level: Basic 11) Strict enforcement programs include needle exchange programs that are intended to slow the transmission of HIV and that provide educational resources about how HIV is contracted and spread.

Answer: FALSE Page Ref: 324 Objective: Describe and give examples of the most effective means for controlling drug abuse Level: Basic 12) The strict enforcement of no-drug zones around schools has discouraged or at least reduced the number of persons trafficking drugs to school-age children.

Answer: TRUE Page Ref: 324 Objective: Describe and give examples of the most effective means for controlling drug abuse Level: Basic 13) Programs in which health professionals administer drugs to people with addictions as part of a treatment and detoxification regimen are called harm-reduction programs.

Answer: TRUE Page Ref: 325 Objective: Describe and give examples of the most effective means for controlling drug abuse Level: Basic 14.3 Short Answer Questions 1)

Adolescent drug use becomes abuse only when the user becomes ________.

Answer: dysfunctional Page Ref: 308 Objective: Explain why some juveniles are drawn to illicit drugs Level: Intermediate

2)

According to the 2010 National Survey on Drug Use and Health, an estimated 22.6 million adolescents ages twelve or older were current ________ drug users.

Answer: illicit Page Ref: 309 294 Copyright © 2024 Pearson Education, Inc.

Objective: Explain why some juveniles are drawn to illicit drugs Level: Intermediate 3)

________ drugs are those permitted for users who are of age 18 and older for tobacco and age 21 and older for alcohol.

Answer: Licit Page Ref: 311 Objective: Explain why some juveniles are drawn to illicit drugs Level: Basic

4)

________ has enticed adolescents into using it with flavors such as mango, mint, and tutti frutti.

Answer: Vaping Page Ref: 314 Objective: Explain why some juveniles are drawn to illicit drugs Level: Basic

5)

It is believed that ________ can produce an effect on muscle size; the 100 different types can be taken orally, injected intramuscularly, or rubbed on the skin in the form of creams or gels.

Answer: steroids Page Ref: 317 Objective: Describe the relationship between drug use and delinquency Level: Basic

6)

Alcohol and ________ both are considered illicit drugs because their use by juveniles is prohibited. Their wide use is considered a serious social problem.

Answer: tobacco Page Ref: 319 Objective: Describe the relationship between drug use and delinquency Level: Basic

7)

One explanation for the onset and continued use of drugs posits that the typical person who is addicted has an addiction-prone ________ and has a deep-rooted personality disorder or emotional problem.

Answer: personality Page Ref: 321 Objective: Describe the process that leads to the onset of drug abuse Level: Basic

8)

Social learning theory posits that an adolescent’s involvement in substance abuse has three sequential effects: observation and imitation, social reinforcement, and ________ of positive social and physiological consequences from continued drug use.

Answer: expectation Page Ref: 321 Objective: Describe the process that leads to the onset of drug abuse Level: Difficult 295 Copyright © 2024 Pearson Education, Inc.

9)

Social ________ theory explains that drug use and alcohol abuse provide an immediate fix for hopelessness, but create other problems in the long run.

Answer: disorganization Page Ref: 322 Objective: Describe the process that leads to the onset of drug abuse Level: Difficult

10) Treatment ________ programs for drug abusers takes place in psychiatric and hospital settings for youngsters whose parents can afford it or have third-party insurance benefits.

Answer: intervention Page Ref: 323 Objective: Describe and give examples of the most effective means for controlling drug abuse Level: Intermediate 11) Some argue that the war on drugs has been a factor contributing to the spread of youth ________.

Answer: gangs Page Ref: 324 Objective: Describe and give examples of the most effective means for controlling drug abuse Level: Difficult 12) Strict ________ of adolescent drug trafficking at school and in neighborhoods may have reduced the availability of drugs to young people.

Answer: enforcement Page Ref: 324 Objective: Describe and give examples of the most effective means for controlling drug abuse Level: Basic 14.4 Matching Questions Match each term with its description.

A) Past-month drug users in the 8th grade in 2016.

B) Past-month drug users in the 12th grade in 2016 C) Past-month drug users in the 10th grade in 2016 1)

6.9% Page Ref: 311 Objective: Explain why some juveniles are drawn to illicit drugs Level: Intermediate

296 Copyright © 2024 Pearson Education, Inc.

2)

15.9% Page Ref: 311 Objective: Explain why some juveniles are drawn to illicit drugs Level: Intermediate

3)

24.4% Page Ref: 311 Objective: Explain why some juveniles are drawn to illicit drugs Level: Intermediate Answers: 1) A 2) C 3) B Match each term with its description.

A) Most frequently used illicit drug B) Highly addictive stimulant that can be injected, smoked, or snorted C) Club drug that can be ingested, smoked, or snorted D) A licit drug that is considered a serious social problem

4)

Alcohol Page Ref: 319 Objective: Explain why some juveniles are drawn to illicit drugs Level: Intermediate

5)

Ecstasy Page Ref: 319 Objective: Explain why some juveniles are drawn to illicit drugs Level: Intermediate

6)

Meth Page Ref: 319 Objective: Explain why some juveniles are drawn to illicit drugs Level: Intermediate

7)

Marijuana Page Ref: 319 Objective: Explain why some juveniles are drawn to illicit drugs Level: Intermediate Answers: 4) D 5) C 6) B 7) A Match each term with its description.

A) These theories relate to how the perceptions about the costs and benefits of drug use contribute to adolescents’ decisions to experiment with these substances B) An adolescent’s involvement in substance abuse begins with observation and imitation of substance-specific behaviors

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C) The typical person who is addicted has an addiction-prone personality and has a deeprooted personality disorder or emotional problems D) The desire to get high–as a means to relieve stress, depression, or the boredom of everyday life–is common in adolescent culture 8)

Addictive personality theory Page Ref: 321 Objective: Describe the process that leads to the onset of drug abuse Level: Intermediate

9)

Stress relief theory Page Ref: 321 Objective: Describe the process that leads to the onset of drug abuse Level: Intermediate

10) Cognitive-affective theories Page Ref: 321 Objective: Describe the process that leads to the onset of drug abuse Level: Intermediate 11) Social learning theory Page Ref: 321 Objective: Describe the process that leads to the onset of drug abuse Level: Intermediate Answers: 8) C 9) D 10) A 11) B 14.5 Essay Questions 1)

What are the findings that explain the onset and continuing use of illicit drugs?

Answer: The answer should include the following points: • A sequential pattern of involvement in drug use • A number of risk factors related to delinquency and drug use • Youths who use hard drugs are more likely to engage in chronic delinquent behavior Page Ref: 319-320 Objective: Describe the relationship between drug use and delinquency Level: Difficult

2)

Explain the main assumptions of cognitive-affective theories.

Answer: The answer should include the following points: • These theories have focused on how perceptions about the costs and benefits of drug use contribute to adolescents’ decisions to experiment with these substances.

• They assume that the decision to use substances rests in substance-specific expectations and perceptions held by adolescents.

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•

They assume that the effects of all other variables (e.g., adolescents’ personality traits or their involvement with peers who use substances) are mediated through substancespecific cognitions, evaluations, and decisions.

Page Ref: 321 Objective: Describe the process that leads to the onset of drug abuse Level: Intermediate

3)

Describe two model programs designed to prevent violence and drug abuse and to treat youths with problem behaviors, and their outcomes.

Answer: The answer should include the following points: • Investigators were able to identify eleven model programs and twenty-one promising programs.

• Life Skills Training is designed to prevent or reduce the use of “gateway” drugs such as tobacco, alcohol, and marijuana.

• Midwestern Prevention Project is a comprehensive three- to five-year community based prevention program targeting gateway use of alcohol, tobacco, and marijuana.

• Project toward No Drug Abuse targets high school youths who are at risk for drug abuse.

• Researchers reported that both model programs and promising programs had positive outcome assessments when evaluated over a period of several years.

Page Ref: 323 Objective: Describe and give examples of the most effective means for controlling drug abuse Level: Difficult

14.6 Critical Thinking Questions 1)

Based on research described in the chapter, develop a multidimensional approach for a prevention program. What do you think are the most important principles that need to be incorporated for effective implementation of such a program?

Answer: Answers will vary, but all effective programs need to incorporate: • Early childhood and family interventions • School-based interventions • Comprehensive community-wide efforts.

The important dimension of drug prevention interventions is a multidimensional approach centering on the family, school, and community.

Page Ref: 323 Objective: Describe and give examples of the most effective means for controlling drug abuse Level: Difficult

2)

You are a new member of the city council’s Committee of Youth Against Drugs and your committee is tasked with developing a harm reduction program to help reduce the harm done to addicted youths by drug use. You are asked to come up with a few initiatives to reach out to this group of youth and a detailed plan on how to implement them.

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Answer: Some examples of initiatives are: • Programs in which health professionals administer drugs to people who have addictions as part of a treatment and detoxification regimen • Drug-treatment facilities that are available for people with drug addictions who wish to enter treatment • Needle exchange programs that are intended to slow the transmission of HIV and that provide educational resources about how HIV is contracted and spread Page Ref: 325 Objective: Describe and give examples of the most effective means for controlling drug abuse Level: Difficult

300 Copyright © 2024 Pearson Education, Inc.

Juvenile Justice in America, 9e (Bartollas) Chapter 15 Juvenile Justice in the Twenty-First Century 15.1 Multiple Choice Questions 1)

Which of the following is an inaccurate statement about what it means to become a corrections professional?

A) You must model negative behaviors.

B) You must believe that it is possible to make a difference.

C) You must keep personal issues from getting in the way.

D) You must stay positive and do what is possible to create a workplace that is safe.

Answer: A Page Ref: 331 Objective: Explain what professionalism is and the need for it Level: Basic

2)

Staff training has been shown to reduce the amount of corruption in ________.

A) juvenile courts B) juvenile correctional institutions C) juvenile/police interactions D) juvenile foster homes Answer: B Page Ref: 332 Objective: Explain what professionalism is and the need for it Level: Intermediate

3)

Which of the following is inaccurate regarding what needs to be done in order to increase professionalism in juvenile justice?

A) Salaries of correctional personnel need to be revised periodically.

B) Rehabilitative programs must be based on the most effective design and follow-up in the community.

C) The trend toward community facilities getting accreditation should be de-emphasized.

D) Correctional organizations must develop greater clarity about their purpose.

Answer: C Page Ref: 332 Objective: Explain what professionalism is and the need for it Level: Basic

4)

The use of ________ in institutional settings must be carefully supervised, because of the possibility of abusive treatment of difficult-to-handle residents.

A) K-9s B) Tasers C) pain compliance techniques 301 Copyright © 2024 Pearson Education, Inc.

D) restraints Answer: D Page Ref: 332 Objective: Explain what professionalism is and the need for it Level: Basic 5)

What did the American Correctional Association Commission on Accreditation accomplish in the late 1970s?

A) They established the first in-house medical program.

B) They merged from two separate entities.

C) They established training standards.

D) They opened the first correctional training school.

Answer: C Page Ref: 332 Objective: Explain what professionalism is and the need for it Level: Basic

6)

What trend in juvenile corrections gives correctional officers more involvement and control over the population they supervise?

A) The trend towards meet-and-confer policies B) The trend towards new-generation jails and direct supervision C) The trend towards the Incident Command System D) The trend towards accreditation Answer: B Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Basic

7)

Which of the following is an inducement towards correctional employment?

A) Health insurance B) Working with the bad element of society C) Job safety D) The opportunity for travel Answer: A Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Basic

8)

Which of the following is an accurate statement about careers in juvenile corrections?

A) Only a small number of states offer a good salary package.

B) Working for corrections was once considered as being “just a guard.”

C) There are not many opportunities for advancement.

D) The jobs are limited in number and variety.

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Answer: B Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Basic 9)

Which of the following is a career with a juvenile correctional institution?

A) Juvenile court referee B) School resource officer C) Chaplain D) Aftercare officer Answer: C Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Basic

10) Which of the following is a career with a juvenile correctional institution?

A) Probation officer B) Director of residential facility C) Community correctional treatment specialist D) Vocational teacher Answer: D Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Basic 11) Which of the following statements is the most accurate about internships in juvenile corrections?

A) They are usually not advertised the way job listings are posted.

B) Some offer school credit and some are for pay, but they don’t offer both.

C) They are a right as a student.

D) They are basically a “fast-track” to guaranteed post-graduation employment.

Answer: A Page Ref: 335 Objective: Articulate why an internship in juvenile justice makes sense to the student who is interested in juvenile corrections Level: Basic 12) What source offers many student internship opportunities, as well as a number of state correctional agencies?

A) State Association of Prisons B) American Correctional Association C) National Intern Information Center D) National Association of Detention Centers

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Answer: B Page Ref: 335 Objective: Articulate why an internship in juvenile justice makes sense to the student who is interested in juvenile corrections Level: Basic 13) Which of the following reasons is a good reason to apply to a criminal justice internship?

A) You can’t find any other class that you like.

B) You want a guaranteed “A.” C) You look for an opportunity to broaden your educational experience with some real practical experience.

D) You have criminal history .

Answer: C Page Ref: 335 Objective: Articulate why an internship in juvenile justice makes sense to the student who is interested in juvenile corrections Level: Basic 14) Which of the following is one of the 10 evidence-based principles?

A) Less emphasis on integrity of service B) Avoiding criminogenic needs C) Providing easy services D) Using a cognitive-behavioral approach Answer: D Page Ref: 338 Objective: Describe the changing face of juvenile justice Level: Basic 15) Which of the following is accurate regarding techno-corrections?

A) It relies on traditional methods of security and control.

B) It provides an environment for inmates with increased contact with staff.

C) It involves using technology rather than personnel to monitor institutional populations.

D) It is designed to maintain security only in the institutions and not in the community.

Answer: C Page Ref: 337 Objective: Describe the changing face of juvenile justice Level: Basic 16) What is a reason for the increased emphasis on reentry?

A) The expansion of restorative justice programs B) The high rates of recidivism of juveniles being released from training schools C) The lack in traditional methods of security and control D) The decrease in evidence-based practice principles

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Answer: B Page Ref: 339 Objective: Describe the changing face of juvenile justice Level: Difficult 17) In the 21st century, it is important to help policy makers work on behalf of ________.

A) staff B) agencies C) the courts D) families Answer: D Page Ref: 339 Objective: Describe what juvenile justice will look like in years to come Level: Intermediate 18) Currently, juveniles are moving away from the use of crack cocaine to the use of which of the following?

A) Heroin B) Marijuana C) Methamphetamine D) LSD Answer: C Page Ref: 339 Objective: Describe what juvenile justice will look like in years to come Level: Intermediate 15.2 True/False Questions 1)

To be a professional in corrections does not mean you are an expert at your work.

Answer: FALSE Page Ref: 331 Objective: Explain what professionalism is and the need for it Level: Difficult

2)

Staff training has not had an impact on the amount of corruption in juvenile institutions.

Answer: FALSE Page Ref: 332 Objective: Explain what professionalism is and the need for it Level: Basic

3)

What needs to be discouraged is the apparent movement in juvenile corrections in some states to make training schools into juvenile prisons.

Answer: TRUE 305 Copyright © 2024 Pearson Education, Inc.

Page Ref: 333 Objective: Explain what professionalism is and the need for it Level: Difficult 4)

To accomplish the mission of professionalism, disciplinary interaction between correctional staff and residents needs to be videotaped.

Answer: TRUE Page Ref: 333 Objective: Explain what professionalism is and the need for it Level: Intermediate

5)

There may not be many jobs in juvenile justice and juvenile corrections but the opportunities for advancement are great.

Answer: FALSE Page Ref: 333 Objective: Identify why juvenile corrections is a promising career Level: Difficult

6)

The trend toward new generation jails and direct supervision gives correctional officers more involvement with inmates and more control over the populations they supervise.

Answer: TRUE Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Basic

7)

A career as a residential counselor would fall under court employment.

Answer: FALSE Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Intermediate

8)

One of the possible careers that could be part of the juvenile correctional system is that of high school teacher.

Answer: TRUE Page Ref: 335 Objective: Identify why juvenile corrections is a promising career Level: Difficult

9)

The worst thing that could happen with an internship is to not get a solid job offer.

Answer: FALSE Page Ref: 336 Objective: Articulate why an internship in juvenile justice makes sense to the student who is interested in juvenile corrections Level: Difficult

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10) A criminal justice internship is a “fast track” to guaranteed post-graduation employment.

Answer: FALSE Page Ref: 335 Objective: Articulate why an internship in juvenile justice makes sense to the student who is interested in juvenile corrections Level: Intermediate 11) While some interns receive college credit, some actually get paid.

Answer: TRUE Page Ref: 335 Objective: Articulate why an internship in juvenile justice makes sense to the student who is interested in juvenile corrections Level: Difficult 12) Technocorrections would make correctional institutions more secure, in both external and internal security, but they may also be less humane.

Answer: TRUE Page Ref: 337 Objective: Describe the changing face of juvenile justice Level: Intermediate 13) The use of evidence-based practice principles in juvenile justice continues to decrease.

Answer: FALSE Page Ref: 338 Objective: Describe the changing face of juvenile justice Level: Intermediate 14) The high rates of recidivism of juveniles being released from training school has been one of the stimulators for an increased emphasis on reentry.

Answer: TRUE Page Ref: 339 Objective: Describe the changing face of juvenile justice Level: Basic 15) There are 5.2 million children living in poverty in the U.S. today.

Answer: FALSE Page Ref: 339 Objective: Describe what juvenile justice will look like in years to come Level: Intermediate 16) In 2021 North Dakota enacted a major overhaul of its juvenile code.

Answer: FALSE Page Ref: 339 Objective: Describe what juvenile justice will look like in years to come Level: Difficult 307 Copyright © 2024 Pearson Education, Inc.

15.3 Short Answer Questions 1)

Becoming a corrections professional means to model ________ behavior.

Answer: positive Page Ref: 331 Objective: Explain what professionalism is and the need for it Level: Basic

2)

Becoming a corrections professional means to keep your ________ stuff from getting into the way.

Answer: personal Page Ref: 332 Objective: Explain what professionalism is and the need for it Level: Basic

3)

Staff ________ has been credited with reducing the amount of corruption in juvenile institutions.

Answer: training Page Ref: 332 Objective: Explain what professionalism is and the need for it Level: Intermediate

4)

Gender and ________ integration in juvenile corrections actually took place before adult corrections and has been implemented at least as much, if not more so, in the juvenile justice system.

Answer: racial Page Ref: 332 Objective: Explain what professionalism is and the need for it Level: Intermediate

5)

Most states and the federal jurisdictions offer a good ________ package for working in corrections.

Answer: salary Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Intermediate

6)

There is an encouraging movement of ________ in the corrections field.

Answer: professionalism Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Intermediate

7)

If you worked on the gang detail, you would likely be an employee of a(n) ________ department.

Answer: police 308 Copyright © 2024 Pearson Education, Inc.

Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Intermediate 8)

If you worked with juveniles as a probation officer, you would likely be an employee of the ________.

Answer: court Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Intermediate

9)

A(n) ________ is an opportunity to receive supervised, practical, on-the-job training in a specific area.

Answer: internship Page Ref: 335 Objective: Articulate why an internship in juvenile justice makes sense to the student who is interested in juvenile corrections Level: Basic

10) Some interns receive college ________ and some actually get paid.

Answer: credit Page Ref: 335 Objective: Articulate why an internship in juvenile justice makes sense to the student who is interested in juvenile corrections Level: Intermediate 11) A criminal justice internship is not for students who have any type of ________ history in their past.

Answer: criminal Page Ref: 335 Objective: Describe the changing face of juvenile justice Level: Intermediate 12) ________ involves using technology rather than personnel to monitor probation, aftercare, and institutional populations.

Answer: Technocorrections Page Ref: 337 Objective: Describe the changing face of juvenile justice Level: Intermediate 13) The correctional system is now entering a new phase of ________, which involves using technology rather than personnel to monitor probation, aftercare, and institutional populations.

Answer: technocorrections Page Ref: 337

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Objective: Describe the changing face of juvenile justice Level: Intermediate 14) By 2050, it is estimated that the juvenile ________ will increase by 36 percent.

Answer: population Page Ref: 339 Objective: Describe the changing face of juvenile justice Level: Intermediate 15) The Roper v. Simmons decision reveals that the debate about the ________ penalty for juveniles under the age of eighteen has been resolved at least for now, and it is unlikely that any changes will take place in the near future.

Answer: death Page Ref: 339 Objective: Describe what juvenile justice will look like in years to come Level: Intermediate 16) There is currently a widespread movement among juveniles away from the use of crack cocaine to the use of ________.

Answer: methamphetamines Page Ref: 339 Objective: Describe what juvenile justice will look like in years to come Level: Basic 15.4 Matching Questions Match each term with its description.

A) Juvenile correctional institution B) Police departments C) Jobs in the courts D) Community-based corrections 1)

Juvenile court referee Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Intermediate

2)

Aftercare officer Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Intermediate

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3)

School resource officer Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Intermediate

4)

Forensic psychologist Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Intermediate Answers: 1) C 2) D 3) B 4) A Match each term with its description.

A) Estimates that the population of juveniles under the age of 18 will increase 14 percent between 2000 and 2025 B) Will continue to spread throughout the United States C) The decision determining the fate of the life-without-parole sentence for juveniles D) The decision about the death penalty for juveniles under the age of 18

5)

Roper v. Simmons Page Ref: 339–340 Objective: Describe what juvenile justice will look like in years to come Level: Basic

6)

Graham v. Florida Page Ref: 339–340 Objective: Describe what juvenile justice will look like in years to come Level: Basic

7)

The U.S. Census Bureau Page Ref: 339–340 Objective: Describe what juvenile justice will look like in years to come Level: Basic

8)

Restorative justice Page Ref: 339–340 Objective: Describe what juvenile justice will look like in years to come Level: Basic Answers: 5) D 6) C 7) A 8) B

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15.5 Essay Questions 1)

Explain what it means to be a correctional professional.

Answer: The answer should contain an adequate amount of the following information: Becoming a corrections professional means: •

To see yourself as a person of integrity and to live at integrity level. One definition of integrity is to do the right thing when no one is looking.

• To treat youthful offenders with dignity and respect. As one corrections professional put it, treat residents as you would want your father or brother to be treated in a correctional context.

• To model positive behaviors. One way this can be done is to adhere to the ethical principles set forth by the American Correctional Association.

• To be a person committed to a learning model and to be open to new ways of doing things. Such a person seeks to learn throughout their career and is always willing to pursue all the training opportunities available.

• To believe that it is possible to make a difference. Believe that you can have an impact and are not limited by what others have done.

• To keep your personal stuff from getting into the way. Do not let your personal problems or issues keep you from doing an effective job.

• To maintain a clean institution; cleanliness and orderliness of the facility are absolute necessities in correctional leadership.

• To remember the importance of accountability, attention to detail, and following the schedule.

• To refuse to accept unethical behavior from fellow staff members.

• To stay positive and do what is possible to create a workplace that is safe, healthy, and free of harassment in any form.

Page Ref: 331 Objective: Explain what professionalism is and the need for it Level: Intermediate 2)

Juvenile corrections have come a long way toward professionalism, but there is still a ways to go to accomplish this mission of professionalism. Describe some of the areas that need improvement.

Answer: The answer should contain an adequate amount of the following information: • •

•

•

The growing trend toward getting accreditation must continue in both community-based and institutional facilities.

There needs to be a nationally applicable set of principles and philosophy on what is acceptable behavior toward residents in community-based programs and correctional institutions. Accreditation provides the broad map of what is expected in correctional care, but the subtle things expected from staff need further clarity and explanation.

The quality of juvenile institutions has improved compared to those in the past, but there seems to be a movement in juvenile corrections in some states to make training schools into juvenile prisons. This is a movement that must be discouraged.

The level of professionalism is very much affected by the ability to recruit the right staff and, once they are recruited, to explain the principles and behaviors that are expected of them.

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•

Rehabilitative programs for those who desire them must be based on the most effective design, delivery of services, and follow-up in the community.

• The residential staff’s inclination to a culture that sanctions abuse and mistreatment of youths must be eradicated. One way that this can be done is to videotape any disciplinary interaction between correctional staff and residents and to remind officers that charges will be brought in court if they violate the rights of residents.

• The use of restraints in institutional settings must be carefully supervised, because of the possibility of abusive treatment of difficult-to-handle residents. The salaries of correctional personnel in the community and institutional contexts need to be revised periodically.

• The salaries of these staff in some jurisdictions are still far too low. One advantage of increased salaries is that college-educated applicants will be attracted to these positions in higher numbers.

• Administrative correctional staff must be willing to step forth when colleagues are out of line. This may come to the point of termination if that should be necessary.

• Private correctional care, which has always played and still plays an important role, can pose a problem because too frequently privately run institutions pay inadequate salaries to staff, have poorly constructed corrections facilities, and fail to provide needed services for inmates. Private companies, if they intend to be in the corrections business, must maintain the standards of county and state corrections.

• Correctional organizations must develop greater clarity about their purpose: why the organization exists–its mission; why it is needed to support the purpose and mission; what should be the future direction of the organization.

Page Ref: 333 Objective: Explain what professionalism is and the need for it Level: Intermediate 3)

Describe what an internship is supposed to be as well as what it is not supposed to be.

Answer: The answer should contain an adequate amount of the following information: A criminal justice internship is: • • • • • • • • • •

An opportunity to get real exposure to a variety of agencies in the local criminal justice community A chance to meet professionals in the field who can advocate for your future employment An opportunity to explore a specific profession prior to committing yourself to it in a full-time capacity An appointment as a representative and ambassador of your academic institution A privilege An opportunity to broaden your educational experience with some real practical experience A huge responsibility–the vast majority of which falls upon the student Unpaid (usually) To be set up far in advance of starting, usually five to ten weeks before the internship semester begins To be completed by individuals who have declared criminal justice as their major and are of junior or senior standing 313 Copyright © 2024 Pearson Education, Inc.

•

To be granted at the complete and mutual discretion of the internship coordinator and the participating agency • For students who have demonstrated adequate academic performance, and are in good academic standing with the department, any faculty committees, and the college/university A criminal justice internship is not: • To be taken for granted • A filler because you can’t find a class that you like • Something to do because you can’t think of anything else to do • A “fast-track” to guaranteed post-graduation employment • A blow-off course • A right as a student (see “privilege” above) • Required • A guaranteed “A”—students are assessed as stringently as in most other courses in the department • To be done at an agency or business where you already work or have worked in the past • For students who have any type of criminal history in their past (or present)—this would include outstanding traffic violations and other minor infractions that have turned into warrants Page Ref: 336–337 Objective: Articulate why an internship in juvenile justice makes sense to the student who is interested in juvenile corrections Level: Intermediate

15.6 Critical Thinking Questions 1)

Every weekday you work at your regular job in the morning and at 2:00 PM you teach an English class at a juvenile correctional facility to youths between the ages 15 and 18. You teach a writing class to just the 17-year-olds at 3:00, then head home to plan your lessons for the next day. What is likely to be your profession–detention worker, high school teacher, school resource officer, or probation officer?

Answer: You would likely be a high school teacher.

• It is common for offenders in a correctional facility to work towards their high school diploma or GED while incarcerated.

• A detention worker is unlikely to have a different full time job and also not likely to teach English classes at the detention facility.

• Probation officers work with offenders outside the prison walls. It would be more common for a PO to visit a jail than a correctional facility.

• SROs, work for police departments and work at public high schools.

Page Ref: 334 Objective: Identify why juvenile corrections is a promising career Level: Difficult 314 Copyright © 2024 Pearson Education, Inc.

2)

You are the director of a correctional institution and you are asked to create a presentation for your advisory board about the three biggest challenges facing juvenile justice in the next decade and what can be done to address them. Which challenges would you include?

Explain the rationale behind choosing them. Bring evidence to support your decision that these are indeed challenges.

Answer: Answers will very but can include the following points: • Disproportionate minority confinement • The growing number of juveniles in adult prisons • The dissatisfaction with the juvenile justice system • The trilogy of gangs, drugs, and guns will continue to be a social problem • The issue of gun control will remain a serious problem Page Ref: 333 Objective: Describe what juvenile justice will look like in years to come Level: Difficult

315 Copyright © 2024 Pearson Education, Inc.