DB#3 RESPONSE TO CLASSMATE POST

Primary Prevention

Many theories on delinquent behavior endorse prevention over correction. The basic premise of the labeling theory is that juveniles find it difficult to escape the stigmatization of being referred to as delinquents. Once labeled, delinquents are often forced out of normal interaction patterns and into associations with others who have been similarly labeled. From this perspective, the agencies of the juvenile justice system that are mandated to correct delinquent behavior often hurt more than they help. Learning theory holds that individuals often engage in delinquent behavior because they experience interactions, associations, and reinforcements with other offenders. Therefore, if agencies force first-time delinquents to interact with experienced delinquents, the first timers often tend to gain deviant proficiency. On the other hand, funding educational interventions and diversion programs can provide youth with other avenues of relief and can often dissuade them from future unwanted behaviors that lead to the stigmatization of the delinquent label (Cox et al., 2018).

Secondary Prevention

Delinquency casualty in not just a function of a few variables like poverty, peer pressure or unfavorable environment coming together. However, if some of the underlying reasons can be proactively addressed by predelinquency prevention programs it is conceivable that the interception of behavioral motivators could act as a relief valve for relieving pressures that often lead to those wayward behaviors. Identifying those youths who are susceptible to misbehavior is a form of secondary delinquency prevention. Predelinquency detection programs are designed to identify juveniles who might become wayward. In 1973, it was suggested that rather than consistently increasing the number of behaviors society refuses to tolerate, we should develop policies that encourage society to tolerate the “widest possible diversity of behaviors and attitudes” (Schur, 1973).

Adolescents caught up in the problems of, poverty, substandard education, poor housing, health and sanitary problems, and unemployment often find delinquency a temporary respite (Thornberry et al., 2004). An important part of secondary prevention is the introduction of early interventions to precipitate those behaviors. America’s culture must re-examine social policy and normative values if adolescents facing those problems are to achieve their goals legally (Cox et al., 2018). The general lack of public support for these programs is attributed to the findings that much of the money intended for juveniles with problems ends up in staff salaries, and many of the personnel hired to help supervise, train, and educate these juveniles are often tied up in procedural red tape (Cox et al., 2018).

Tertiary Prevention

Restorative justice (RJ) promotes ideas such as victim-offender mediation, victim-impact panels, community service, and community sentencing. Some schools are using RJ as an alternative to the traditional punitive measures associated with misbehavior and are incorporating RJ after the offense and before labeling. One of the objectives of RJ programs is to interrupt the current school-to-prison pipeline flow now being experienced by many students. Some other programs have met with some public resistance to funding. A certain apathy for funding faith-based initiatives may be due in part to the lack of fiduciary responsibility these organizations often demonstrate. With grants and funding to support programs aimed at drug prevention, violence prevention, at-risk youth, and gang behaviors, poor administrative and bookkeeping skills often lead to questions as to funds disbursements and ultimate destination (Cox et al., 2018).

The economic value of education, as a repayment of society’s investment in delinquency prevention, cannot be overestimated and is a vital investment in society’s future. In 2016, the Bureau of Labor Statistics said that juveniles with a high school diploma or GED had a 5.4% rate of unemployment and earned about $185.00 more per week than those without a diploma or GED, with an 8.0% unemployment rate. Meaningful educational opportunities for children who have been labeled as delinquent or in need of supervision are of great importance when trying to help these children become productive future workers and reduce the financial drain of institutionalization. Obviously, the first choice for minimizing delinquency is prevention. This can be done by changing delinquent behavior, changing the rules regulating labeling of that behavior or changing society’s definition of that behavior. However, the third, while promising, is probably the least likely to happen (Cox et al., 2018, p. 281, para 2).

Christian World View

In the New International Version Bible (1973/2011), Proverbs 3:27 says, “Do not withhold good from those to whom it is due, when it is in your power to do it.” In Luke 17:3 it also says, “Be on your guard! If your brother sins, rebuke him; and if he repents, forgive him.” Galatians 6:9 further says, “Let us not lose heart in doing good, for in due time we will reap if we do not grow weary.” All these passages say that when it is possible to do good, then it is right to do so. Regardless of the cost, the right thing is always the best choice. The reward will be in Heaven.

Conclusion

It is true that educational and vocational projects, community treatment programs, involvement in family-based interventions, and the use of volunteers and faith-based organizations show some effectiveness in reducing anti-social behaviors. Theories on primary, secondary, and tertiary prevention strategies support preventing delinquency as more desirable than attempting to rehabilitate delinquents from an economic viewpoint. Both society and its youth benefit from the preventative perspective when observing deviant behavior. It is hoped that a financial commitment by both government and the private sector will facilitate more effective interventions and lead to the abandonment of ineffective programs. Re-examination of some basic assumptions of current prevention programs is essential to determine validity and to incorporate empirical support and specific guidance for today’s delinquency issues.

References

Bureau of Labor Statistics. (2016, April). Employment projections. Retrieved from