Juvenile Justice

TURKS AND CAICOS ISLANDS COMMUNITY COLLEGE COURSE

COURSE NAME: Juvenile Justice COURSE CODE: CMJ2222

Continuous Course Work Assessment: Juveniles and the Police – Case Study

It was Monday at 2:15 p.m., and Officer Jones stood in front of a group of 4th form high schoolers

during a time of the day when most of the youth were focused on school letting out. This was a

large high school in an inner-city neighbourhood of a major metropolitan area. Officer Jones was

there to discuss the potential benefits of joining the local police.

There were about 25 students in the class. Most were ethnic minorities, predominately African

American and Latino American. Officer Jones was African American.

When he concluded his discussion of the potential incentives to being a police officer with his

agency, he closed with the following statement:

“In reality, becoming a police officer should be to become a peace officer, to serve and protect

the community as a whole.”

One of the students then asked, “So, since might makes right, I guess that peace is kept by tasing

or shooting people if they don’t mind, right?”

Another student chimed in and said, “Yeah, like Chaz’s older cousin who was just walking back

from his night classes and the cops got him mixed up with another dude. Chaz’s cousin was afraid

and tried to keep walking and they tased his ass so bad he still has nerve problems.”

Officer Jones noted that “there is no doubt about it, there are some embarrassing incidents where

officers do not use good judgment.”

One of the students cut in and said, “Well, all I know is that you are a black officer, a sell-out,

because you gotta know how our communities get treated, and you go along with it anyway. I bet

they just give you crumbs where you work, give you the crappy jobs and all, like talking with us.”

Officer Jones thought about it . . . he had talked with his wife just the night before about his

disappointment over not being promoted recently during an organizational selection process. He

also did not always feel that his agency understood the minority community, the means by which

they could hire and retain more minorities (which was a goal of the agency), and he also felt that

some decisions were sometimes biased.

Sometimes, he felt the same unfairness that these youth expressed. He thought to himself and

realized that, in order to remain professional in the remainder of his presentation, he would need

to lie about what he thought. To do otherwise would make his agency look bad and would give the

kids bogus advice. He looked at the clock . . . there were still 20 minutes left in class.

For a few seconds, he wondered what he might say or do.

Having analysed the case study above:

1. In your opinion, do youth of today look favourably on being a police officer and What

do you think Officer Jones should tell the kids in the classroom? (5 marks)

2. What can be done to improve policing in response to race-related issues such as police

shootings, the war on drugs, and disproportionate minority contact? (15 marks)

3. What do we know about police use of force with juveniles? What can be done to

minimize any improper use of force by police? (15 marks)

TOTAL MARKS: twenty marks (35)

COURSE-WORK PERCENTAGE: twenty percent (20%)

WORD LIMIT: two thousand words (2,000)

Date provided: April 16, 2021

Due Date: April 23, 2021at 6:00pm

Please use font Times New Roman, font size 12, double line spacing and 1-inch margins.

Please use proper grammar, spelling, presentation and reference/citation of cases, legislation,

articles and textbooks.

TURKS AND CAICOS ISLANDS COMMUNITY COLLEGE

Grading Rubric for Case Study Analysis – (CMJ2222) – (JUVENILE JUSTICE)

Criteria Inadequate = 0 - 9

(Below Standard)

Adequate = 10 - 19

(Meets Standard)

Above Average = 20-28

(Exceeds Standard)

Exemplary = 29- 35

(Far Exceeds Standard)

Case study response

lacks critical thinking

about the topic and the

student’s own

impressions and

interpretations of

research. The research is

not interpreted and

applied to overall

themes.

Does not apply the unit

principles and material

as called for in the case

study.

Does not address the

relevant issues posed by

the case study.

Fail to make any

important points and

analyze the material

presented in the unit and

case study.

Fail to make your point,

and do not use the

concepts, theories and

material presented in the

unit.

APA style is poorly

demonstrated. More

than eight APA errors

are noted.

Case study response lacks

some critical thinking

about the topic and the

student’s own impressions

and interpretations of

research. The research

presented could be better

interpreted and applied to

overall themes.

Applies unit material with

gaps in information.

Addresses some of the

issues covered in unit and

called for in the

assignment instructions.

Some important points are

addressed, but not fully

covered.

You made some points,

but they were not

logically related to the

case itself.

APA style is used with

some (four to five) errors

throughout the

manuscript.

Case study response

demonstrates critical

thinking about the topic

and the student’s own

impressions and

interpretations of research.

The research is presented,

could be better interpreted

and applied to overall

themes.

Applies unit material with

some logical order of

ideas, with minimal gaps

in information.

Substantially addresses

issues covered in unit and

called for in the

assignment instructions,

and is supported by text

and/or other literature.

Important points are

presented while

unnecessary content is left

out.

You make your point, but

could present more

logically. Points are

supported by evidence and

research. APA style is used consistently

with very few (one to three)

errors throughout the

manuscript.

Case study response

demonstrates critical

thinking about the topic

and the student’s own

impressions and

interpretations of

research. The research

is not merely presented,

but is interpreted and

applied to overall

themes.

Applies unit material

with logical order of

ideas, with no gaps in

information.

Completely addresses

the concepts, theories

and material issues

covered in unit and

called for in the

assignment instructions,

and is supported by text

and/or other literature.

Best and most

applicable points are

presented while

unnecessary content is

left out.

Points are logical and

well supported by

evidence and research.

APA style is exemplary and

used consistently and

extensively throughout the

manuscript.

TOTAL