Assignment 1 Combating Juvenile Delinquency WEEK 7

1

Juvenile Delinquency and Justice

Learner’s Name

Combating Juvenile Delinquency

Professor’s Name

September 26, 2019

2

Combating Juvenile Delinquency

Juvenile delinquency is an umbrella term for the different forms of criminal behavior

displayed by youth under the age of 18. Theories that have emerged to explain juvenile

delinquency are based on multiple factors such as biological, social, and psychological

factors. Juvenile delinquency is often a sign of neglect by parents, peers, and the community

toward the problems faced by children (Regoli, 1). This assessment will discuss programs

based in New York City that aim to reduce juvenile delinquency along with ideas that can

help prevent future juvenile delinquency. The assessment will also discuss the theoretical

frameworks that underlie the interventions that shape policies on juvenile delinquency

regulation.

Existing Policies on Delinquency Prevention

All juvenile delinquency prevention/reduction programs active in New York City

operate in conjunction with the New York State Division of Criminal Justice Services (New

York State, 2). Two programs that are active in New York City are the Queens Engagement

Strategies for Teens (QUEST) program (Center for Court Innovation, 3) and the Schenectady

Juvenile Mental Health Diversion Project (New York State Juvenile Justice Advisory Group,

4). The Center for Court Innovation launched QUEST in collaboration with important mental

health and law enforcement agencies in New York City and State. This program can be

accessed by youths whose cases are pending in juvenile courts and who have been screened

for at least one mental health disorder. A youth is enrolled in this program after being ordered

by judges of family courts or referred by the Department of Probation. The youth is assessed

for mental health disorders and can participate in the program with the consent of a parent or

a legal guardian. Once enrolled, he or she participates in on-site group and individual

psychoeducational sessions that cover issues such as depression, suicidal tendencies, and lack

of emotional intelligence and consequential thinking (Center for Court Innovation, 3). This

Commented [TA1]: The use of headings for each individual section has helped to provide your assignment with a clear flow and concise level of organization.

3

program also provides access to community-based services such as family or individual

therapy, inpatient and outpatient substance abuse treatment, academic support programs,

public assistance programs, skill training, and employment opportunities. Though the

initiative aims to minimize rearrests, approximately 20% of children enrolled in the program

between 2008 and 2011 faced rearrests (Center for Court Innovation, 5).

The Schenectady Juvenile Mental Health Diversion Project works in collaboration

with the Schenectady County Probation Department, the Schenectady City School District,

and Berkshire Farm Center and Services for Youth. The program helps juvenile delinquents

diagnosed with mental health issues access appropriate services and support instead of being

referred to the juvenile justice system. The program also helps young delinquents access

community-based services address the needs identified by the project staff. The program also

provides training and workshops for school staff and law enforcement staff on the knowledge

and skills required to recognize mental health issues and respond to them in a timely manner

(New York State Juvenile Justice Advisory Group, 4).

Theories Underlying the Interventions

Mental health issues are an important cause of juvenile delinquency. Approximately

50%–75% of juvenile delinquents are diagnosed with mental health issues such as

depression, posttraumatic stress disorder, anxiety, and panic (Underwood, 6). Attachment

theory by John Bowlby and social learning theory by Albert Bandura are two theories that

can provide insight into the psychological factors related to juvenile delinquency.

Attachment theory suggests that the bond of affection between a child and a caregiver

(usually a parent) is crucial to the child’s development because it provides a variety of

benefits that serve as protective factors and prevent antisocial behavior. According to

Bowlby, 10% of children develop an insecure or ambivalent attachment, which is

characterized by negative emotions. These children develop symptoms such as withdrawal,

Commented [TA2]: Has any research been done that provides statistics on the long term effects that this program may have on the delinquent as far as remaining out of the juvenile system?

4

anxiety, and antisocial behavior toward the external environment. Another type of attachment

occurs in cases in which a child faces abuse, maltreatment, and neglect. This is called

disorganized attachment. Disorganized attachment causes an array of behavioral problems in

a child such as aggression, dissociation, and the inability to cope with stress or rejection.

Behavioral issues related to insecure and disorganized attachments may cause a child to

commit crime, leading to an increase in juvenile delinquency (Regoli, 1).

According to Albert Bandura, learning and experiences, along with values and

expectations, determine a child’s behavior. Bandura suggests that children mostly learn by

imitating others. For instance, they learn and develop aggression from their life experiences

by seeing parents argue, watching violence on television, playing violent video games, and

witnessing violent behavior among peers. Bandura’s work has focused on the concept of

social cognition, which explains how people perceive, think, learn, and behave in a particular

manner based on their interactions with the social world. Aggressive behavior, which a child

may learn from a role model, may pave the way for juvenile delinquency (Regoli, 1).

Improving Juvenile Delinquency Prevention Efforts

While New York City has introduced several interventions through QUEST and the

Schenectady Juvenile Mental Health Diversion Project, more efforts toward minimizing

juvenile delinquency can be undertaken. Intensive Supervision and Support Programmes

(ISSPs), a set of programs implemented by the government of the United Kingdom, can help

establish a community-based intervention mechanism in New Yok City. ISSPs are designed

for persistent young offenders between 15 and 17 years of age and as an alternative to

custodial intervention. These programs are used as part of community-based services to

involve an offender in activities organized by a community instead of letting the juvenile

offender go through a custody-based sentence. This approach includes mentoring families

and individuals, building skills, creating opportunities for reparation of the crime done by

5

opening avenues of social work, and intensive police supervision. The programs are designed

to bring discipline and structure to young people’s lives. Through these programs, the justice

system ensures that juvenile offenders recompense for their offenses. Community-based

services run by volunteers from the community address the underlying causes of offenses and

provide appropriate services such as mentoring and therapy-based support (Ross, 7).

Programs such as QUEST and the Schenectady Juvenile Mental Health Diversion Project do

not involve the families of the youth as much as ISSPs, which are based on intensive family

interventions.

Conclusion

Despite efforts by the justice system, communities, and other agencies, juvenile

delinquency remains a cause of concern. Certain theories suggest that there is always an

experience that impacts a child’s behavior or a role model in a child’s life whose influence

may lead to the development of aggressive or antisocial behavior, which in turn makes them a

delinquent. While the diversion programs contribute significantly toward curbing juvenile

delinquency, more community-based efforts such as intervention programs to reduce bullying

and resolving domestic conflict can further help prevent and reduce juvenile delinquency.

Commented [TA3]: The conclusion helps to tie all of your content together into a comprehensive overview. Nice work.

6

Sources

1. Robert M. Regoli. 2017. Delinquency in Society (10th ed.). Textbook.

2. New York State. No Date. Division of Criminal Justice Services.

https://www.criminaljustice.ny.gov/ofpa/juvdelprevfactsheet.htm

3. Center for Court Innovation. No Date. QUEST Futures: A Juvenile Mental Health

Initiative.

https://www.courtinnovation.org/sites/default/files/documents/QUEST%20Futures%2

05.pdf

4. New York State Juvenile Justice Advisory Group. No Date. School-Based

Programming. https://www.criminaljustice.ny.gov/ofpa/jj/documents/school-based-

programs.pdf

5. Center for Court Innovation. 2012. Mental Health Services for Justice-Involved

Youth.

https://www.courtinnovation.org/sites/default/files/documents/Mental_Health_Service

s_Youth.pdf

6. Lee A. Underwood. 2016. Mental Illness and Juvenile Offenders.

http://doi.org/10.3390/ijerph13020228

7. Andy Ross. 2010. Prevention and Reduction: A Review of Strategies for Intervening

Early to Prevent or Reduce Youth Crime and Anti-social Behavior.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachme

nt_data/file/182548/DFE-RR111.pdf