BCJ 210 - Juvenile Justice

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BCJ 210 Juvenile Justice

Tracking Your Academic Activities Verifying an accurate course completion time is essential for accreditation. To meet both accreditation requirements and award academic credit, educational institutions must document the total number of hours students spend completing designated academic activities related to their coursework.

The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time are required for a 3 credit hour course.

Using the attached form as an example, keep track of the time you spend on each lesson, pre-test, self-test, unit test, writing assignment, reading assignment, outside reading, final examination, etc. You will not be required to turn in the worksheet; however, at the end of the course you will receive a Student Course Survey and the final question will ask how long it took you to complete the course. Your assistance in completing this requirement and providing the university with this valuable data is greatly appreciated.

As you fill out the worksheet, please keep in mind that your Academic Engagement Activities should total approximately 45 hours. Some examples of this type of activity may include:

Lesson Review Exercises

Key Term Reviews

Analysis

Study Guide Review

Writing Assignments

Review Grading Rubric

Unit Examinations

Proctored Final Examination

Course Academic Online Discussions

Student/Instructor Interaction

Documents/Student Resources

As you fill out the Academic Preparation Activities, please keep in mind that these should total approximately 90 hours. Some samples of this type of activity may include:

Pre-Test

Reading Assignments

Key Term Reviews

Studying for Examinations

Writing Assignments

Review Grading Rubric

Study Lesson Review Exercises

Internet/Web Research

Reading Websites

Suggested Online Readings

National Criminal Justice Reference Service https://www.ncjrs.gov/app/topics/topic.aspx?topicid=122

Institute for Intergovernmental Research http://www.iir.com/default.aspx

Juvenile Justice | Children’s Defense: www.childrensdefense.org/

National Center for Youth Law http://www.youthlaw.org

Center on Juvenile and Criminal Justice http://www.cjcj.org

Table of Contents

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BCJ 210 Juvenile Justice

Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII - XXI

Unit One Chapter 1: History of Juvenile Justice . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 2: Juvenile Statistics: Measurement and Analysis. . . . . . . . . . . . 10

Chapter 3: Dealing with Delinquency Theories, Issues and Practice . . . . . 19

Unit 1 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Unit 1 Examination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Unit 1 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Unit Two

Chapter 4: The Juvenile Justice Process . . . . . . . . . . . . . . . . . . . . . . . . 36

Chapter 5: Juveniles and the Police: Where the System Starts . . . . . . . . . 45

Chapter 6: Juvenile Assessment and Classification . . . . . . . . . . . . . . . . . 54

Unit 2 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Unit 2 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Unit 2 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Unit Three

Chapter 7: Legal Rights of Juveniles . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Chapter 8: Juvenile Probation and Diversion . . . . . . . . . . . . . . . . . . . . . 80

Chapter 9: Juvenile Institutions: The Success of Failure . . . . . . . . . . . . 89

Unit 3 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Unit 3 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Unit 3 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Unit Four Chapter 10: Juvenile Parole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Chapter 11: Juvenile Victimization . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Chapter 12: Juvenile Gangs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Unit 4 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Unit 4 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Unit 4 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Table of Contents

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Final Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Final Exam Scheduling Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Objectives

Instructions to Students

BCJ 210 Juvenile Justice

Chapter One The History of Juvenile Justice

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Identify how society’s view of children changed throughout history.

2. Describe how the American juvenile justice system was influenced by its historical predecessors in Europe and England.

3. Pinpoint the influence of the “child savers” on the creation of the American juvenile court.

4. Define the concept of parens patriae and identify its influence on the American juvenile justice system.

5. Consider how the “due process revolution” shaped the American juvenile justice system.

6. Describe the deinstitutionalization process promoted by Jerome Miller.

• Read pages 2-39 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

BCJ 210 Juvenile Justice

Chapter 1 provides a history of the way society has cared for, treated and punished its young people. This chapter attempts to provide the student a glimpse of the variety and inventiveness of the treatment that has prevailed from ancient times up to the present day. Much of the later history is derived from our English antecedents, a system from which much of the American system of justice and the foundations for juvenile justice have been built.

In this chapter we will look at the ancient as well as the more recent antecedents of juvenile justice, from 2000 BC to the end of the nineteenth century. It is important for students of juvenile justice and juvenile crime to be familiar with the rich history of this segment of the criminal justice system. The content of these examples of the earliest forms of juvenile justice are most important. They demonstrate the timelessness of the problems both presented and caused by juveniles and their behavior. Chapter 1 starts with the development of the concept of laws to control the order and structures of early societies. The chapter explores the concept of juvenile justice as a system and how the system got to where it is today. Comparisons and contrasts are made between the treatment of juveniles and adults by those who enforce the law. Early societies’ control of children who move outside the boundaries of their folkways, mores and laws are described.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BCJ 210 Juvenile Justice

Child Savers:

“Get Tough” Movement:

Hammurabic Code:

Mother Image:

Parens Patriae:

Psychic Arrest:

Reform Schools:

Status offenders:

Summary

BCJ 210 Juvenile Justice

From the era of the Depression and prohibition through the post-Depression era and into the 1960s, 1970s, 1980s and 1990s, U.S. society has been faced with social, moral and economic problems caused by juveniles. They commit crimes, run away from home or simply refuse to be treated as children any longer.

Drugs, alcohol and the pressures of a thermonuclear society all pressed in on the juveniles of the 1980s. What are they really? Researchers and experts in the field of juvenile corrections continuously debate typologies and treatment modalities. Institutions and prisons for juveniles are seen as ineffective by reformers such as Jerome Miller and his followers. Others see them as worthwhile and appropriate and still others as necessary evils. Police forces have become specialized in attempting to deal with delinquents. Some are trying to prevent juvenile crime by working closely with the community in developing diversions for children who might otherwise get into trouble.

Bernard has identified a historical “cycle of juvenile justice” that has been repeated throughout American history. This cycle begins with the official and public perception that juvenile crime is exceptionally high. This perception is coupled with the belief that punishments are too harsh and that more lenient treatment is in order for juveniles. In turn, such changes fuel the next cycle in which officials and the public blame these lenient treatments for the latest increase in juvenile delinquency. The predictable reaction is that punishments are increased and juveniles are subjected to the same penalties as adults. It seems that the United States is in the midst of a punitive cycle at the present time. Time will tell if Bernard’s prediction for the next turn in juvenile justice policy will be toward treatment over punishment.

Another noted historian, Randall Sheldon, worries that the juvenile justice system is returning to its more punitive past. Sheldon notes that juvenile justice initially emphasized institutionalization as the solution to delinquency. One of the problems with this approach is what Sheldon terms the “Field of Dreams Syndrome,” the construction of institutions that are filled soon after they are built. The result is that institutions become cemented into the system, even in the face of the optimistic evidence from the Massachusetts experiment that institutions are unnecessary.

Several experts have called for continuing reform in the system to adapt to changing times. For example, Watkins has suggested that juvenile court, as a separate entity, is still valuable. However, it must adapt to both the nature and the problems faced by today’s youth. He calls for a reinvigoration of the juvenile court to offer methods of child saving relevant to twenty-first century children. He concludes by documenting the jurisprudential shift in sentencing policy from treating delinquent offenders to punishing them. For example, Feld outlines three alternatives to the current juvenile justice system: restructuring juvenile courts to fit their original therapeutic purpose, combining appropriate punishment with criminal procedural safeguards and abolishing juvenile co-jurisdiction over criminal conduct, and trying young offenders in criminal courts after making certain substantive and procedural changes.

Self Test

BCJ 210 Juvenile Justice

Multiple Choice Questions (Circle the correct answer)

1. The first comprehensive attempt at codifying laws was seen in the ___________.

a. Code of Draco b. Byzantine Code c. Hebrew Code d. Hammurabi Code

2. The home that tried to rescue vagrant girls from lives of prostitution was known as the ___________.

a. House of Refuge b. Public Asylum c. Elmira Reformatory d. Hulks

3. Up until the Age of Enlightenment, treatment of children seemed to lean toward ____________.

a. corporal punishment b. love and care c. them being property of the state d. capital punishment

4. People who used tradition and the concept of social order as the basis for reducing state intervention were known as ____________.

a. Child Savers b. reformers c. conservatives d. Christian healers

5. The people who expounded the Protestant work ethic and supported the rehabilitation model were known as ____________.

a. Child Savers b. reformers c. conservatives d. Christian healers

Self Test

BCJ 210 Juvenile Justice

6. This early institution housed juveniles sentenced for actual crimes and also housed incorrigible boys.

a. Hospice at San Michel b. Walnut Street Jail c. Elmira Reformatory d. Warwick County Asylum

7. The Central court in London was known as the ____________.

a. Chamberlain’s court b. London Court c. Old Bailey d. Chancery Court

8. Quaker children were punished by ____________.

a. being placed in stocks b. being forced to work in the fields c. being stoned in the main square d. 20 lashes with a whip

9. Children were kept in confinement upon ships during ____________ from England to Australia.

a. transportation b. deportation c. stocks d. imprisonment

10. Parens patriae means _____________.

a. the state has the right and responsibility to take control over children b. children are not wards of the state c. children are the responsibility of families d. children’s interests are second to social interests

Answer Keys

Key Term Definitions

BCJ 210 Juvenile Justice

Child Savers: Before the start of the modern era, these individuals crusaded for children’s rights and for treatment of children different from that accorded adult criminals.

“Get Tough” Movement: Movement featuring stricter penalties for youths—including the sentencing of juveniles as adults and the death penalty—that is focused on such issues as punishment, justice and accountability. This terminology reflects the view that juveniles must bear individual responsibility for their crimes, particularly serious crimes, as adults do.

Hammurabic Code: Dates from c. 2270 B.C. and is considered by many historians to be a the first comprehensive attempt at codifying laws.

Mores: societal norms and customs.

Mother Image: The practice of women dealing with delinquent and dependent youth before the start of the modern era. These women, including Jane Addams, Louise Bower, Ellen Herotin, and Julia Lathrop, were usually well traveled and well educated, and they had access to financial and political resources.

Parens Patriae: The state has right and responsibility to take control over children from the natural parents when they prove to be unable to meet their responsibilities or when the child is a problem for the community.

Psychic Arrest: Periods of continued tendencies toward crime. Forbush believed that if the period of his or her psychic arrest did not pass, a juvenile could be permanently locked into a life of crime.

Reform Schools: Juvenile institutions that emphasized formal training and were administered by municipal and state governments in the mid-1800s.

Status offender: Conduct by the juvenile that would not be defined as a criminal act if committed by an adult; nondelinquent youth, including those who commit offense that would not be considered “criminal” if the youth were an adult (e.g., runaways), as well as dependent and neglected youths.

Answers to Self Test

Answer Keys

BCJ 210 Juvenile Justice

1. d

2. a

3. a

4. b

5. a

6. a

7. c

8. a

9. a

10. a

Notes

BCJ 210 Juvenile Justice

Objectives

Instructions to Students

BCJ 210 Juvenile Justice

Chapter Two Juvenile Statistics: Measurement and Analysis

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Note the juvenile crime arrest trends from the Uniform Crime Report.

2. Chart the patterns of status offenders in custody.

3. Distinguish the patterns of delinquency from the cohort studies.

4. Identify the patterns of juvenile crime victimization from all sources.

5. Identify the risk factors associated with delinquency and other juvenile problem behaviors.

• Read pages 40-63 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

BCJ 210 Juvenile Justice

This chapter aims to convey a picture of the extent and nature of juvenile crime through data. The measurement of the extent of juvenile crime (generally, that committed by persons under the age of 18) is a problem that has vexed researchers from the beginning of their attempts to determine the extent of it. The only valid data has tended to deal with crime on a local level. Most tools now used to measure juvenile crime are, of course, from either official or unofficial sources. Variance in the numbers is great, depending on the source, the timeframe and the scope of the database.

Most official figures come from the FBI’s Uniform Crime Report (UCR), reports from the National Criminal Justice Reference Service (NCJRS), reports of the Office of Juvenile Justice and Delinquency Prevention (OJJDP), juvenile court statistics, institutional and aftercare records and cohort studies. Unofficial figures come from self-report studies, victimization surveys and various academic studies conducted by universities and research organizations.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BCJ 210 Juvenile Justice

Developmental Victimization Survey (DVS):

National Crime Victimization Survey (NCVS):

Philadelphia Birth Cohorts:

Status offenses:

Uniform Crime Report (UCR):

Index Crimes:

Cohort study:

Columbus cohort:

Racine Cohort:

Summary

BCJ 210 Juvenile Justice

Determining the level of juvenile crime and delinquency is a difficult task. The UCRs are the only true national measure of crime. Unfortunately, they consist only of crimes known to the police. Naturally, they cannot include crimes that go unreported or unseen. Therefore, to a certain extent, they reflect police operations. The UCR often represents what the police are doing rather than how much crime there actually is.

The National Crime Victims Survey is an attempt to get around this problem by interviewing victims directly. Although some breakdowns are provided by region of the county and level of urbanization, its findings are representative of the nation as a whole. Nevertheless, the results of the Developmental Victimization Survey (DVS) present a more accurate picture of the dangers that children and youths typically face. The cohort studies are limited to the area in which they were conducted and by their reliance on official statistics. However, they do provide a long-term view of how juvenile delinquency develops over time and who is responsible for most of it.

The Cambridge (UK) Study of Delinquent Development followed 411 London working-class males from age 8 to 32 beginning in 1961 to 1962. Farrington found that the peak age for annual prevalence of convictions was 17. Best childhood predictors of prevalence were childhood antisocial behavior, convicted parents, impulsivity and daring, low intelligence and attainment, low income and poor housing and poor child rearing practices (including separation from parents). The number of offenses committed per year peaked at age 17. The most important childhood risk factors for chronic offending were troublesomeness, daring and having a delinquent sibling or a convicted parent. The results of the Cambridge study emphasize the need to consider the different stages and elements of a criminal career as separate entities. It also seems that the most promising methods of preventing offending appear to be behavioral parent training and preschool intellectual enrichment programs.

The Columbus Cohort holds records of all juveniles born between 1956 and 1960 in Columbus, Ohio who had been arrested for a violent crime. Institutional treatment seemed to have a negative effect upon the offenders. The Columbus cohort did not progress from lesser to more serious types of crime, nor did they specialize in any specific type of crime. The researchers also followed the cohort members into adulthood; they found that the frequency of arrests declined with age. Most adult crimes committed by juvenile violent offenders were not violent. Four out of 10 adult offenders were arrested for at least 1 index violent crime. Almost half of the arrested cohort members were imprisoned as adults. More than 80% were released and half went back a second time.

Parents, teachers, church officials, family members and all concerned citizens must be aware of the warning signs of delinquent behavior and attempt an appropriate intervention. Punishment after the fact is not as effective as prevention. Risk factors, like substance abuse and teen fatherhood, must be attended to.

Self Test

BCJ 210 Juvenile Justice

Multiple Choice Questions (Circle the correct answer)

1. The Uniform Crime Report (UCR) crime index includes this violent crime.

a. arson b. larceny c. robbery d. burglary

2. The UCR crime index includes this property crime.

a. arson b. simple assault c. robbery d. None of the above.

3. These provide information about juvenile crime trends.

a. statistics b. crimes c. insta-crime reports d. None of the above.

4. Which of the following aims to uncover unreported crimes?

a. UCR b. NIBRS c. NCVS d. NIC

5. Which of the following studies a selected group of individuals?

a. cohort studies b. surveys c. UCR d. self reports

6. This birth cohort revealed the earlier a juvenile commits an offense, the more offenses will be committed by age 17.

a. Racine b. Philadelphia c. Columbus d. Pennsylvania

Self Test

BCJ 210 Juvenile Justice

7. This birth cohort revealed frequency of arrest declined with age.

a. Racine b. Philadelphia c. Columbus d. Pennsylvania

8. The Columbus cohort found three categories that include all of the following EXCEPT:

a. one time only b. juvenile assaulters c. serious violent offenders d. chronic offenders

9. The Cambridge study found best childhood predictors that include all of the following EXCEPT:

a. convicted parents b. childhood antisocial behavior c. poor child rearing practices d. middle class

10. The Cambridge study revealed the peak age of onset was ___________ years.

a. 12 b. 13 c. 14 d. 15

Answer Keys

Key Term Definitions

BCJ 210 Juvenile Justice

Developmental Victimization Survey (DVS): Longitudinal study designed to assess a comprehensive range of childhood victimizations across gender, race and developmental stage.

National Crime Victimization Survey (NCVS): Survey conducted by the Bureau of Justice Statistics to uncover unreported crime by surveying households.

Philadelphia Birth Cohorts: Two birth cohorts; one included all males born in 1945 in Philadelphia from age 10 to 18 years, and one included all males and females born in 1958 that lived in Philadelphia from age 10 to 18 years. The two studies were designed to determine the effects of growing up in the 1960s and 1970s.

Status offenses: Acts committed by juveniles that would not be considered crimes if committed by adults.

Uniform Crime Report (UCR): A cooperative statistical effort among city, county, and state law enforcement agencies and represents the amount of crime reported to the agencies in a given year.

Index Crimes: Violent and property offenses for which data are collected in the Uniformed Crime Reports. Violent Index crimes include murder, forcible rape, robbery, and aggravated assault. Property Index crimes include burglary, larceny-theft, motor vehicle theft, and arson.

Cohort study: Examines a selected group (cohort) of people who share a common experience in time (e.g., born in the same year).

Columbus cohort: Included all juveniles born between 1956 and 1960 in Columbus, Ohio, who had been arrested for a violent crime.

Racine Cohort: A longitudinal study that examined the criminal careers of persons born in Racine, Wisconsin, in 1942, 1949, and 1959.

Answers to Self Test

Answer Keys

BCJ 210 Juvenile Justice

1. c

2. a

3. a

4. c

5. a

6. b

7. c

8. c

9. d

10. c

Notes

BCJ 210 Juvenile Justice

Objectives

Instructions to Students

BCJ 210 Juvenile Justice

Chapter Three Dealing with Delinquency: Theories, Issues and Practice

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Define juvenile delinquency and status offenses.

2. Describe various criminological theories associated with juvenile delinquency.

3. Identify the patterns of delinquency utilizing criminological theories.

4. Apply criminological theories to specific crimes or crime policy.

• Read pages 64-103 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

BCJ 210 Juvenile Justice

Chapter 3 examines some of the better known definitions of delinquency and describes some of the theoretical basis of causality. This chapter stresses the linkage between theory, a serious issue and the resulting practices that have been developed in the juvenile justice system.

Theories are attempts to explain events and provide a vehicle to interpret, criticize and unify existing beliefs. They have two main functions: (1) they organize existing knowledge about a subject into a coherent framework, and (2) they help provide direction for future research on the topic. Theories make the comparison of different approaches possible. Theories allow consideration of questions of causation by specifying the relationships between different social, physical or even economic variables of a phenomenon like crime.

Theories of delinquency attempt to explain the causes of juvenile criminal behavior. Juvenile laws do not search for the underlying reasons for an individual’s actions but simply determine whether in fact that act took place and that the particular individual did it. To understand juvenile delinquents better, however, one must continue to examine the relationship between the actors and the kinds of factors and variables that made them commit the deviant act in the first place.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BCJ 210 Juvenile Justice

Generality:

Grand Theories:

Middle-range Theories:

Criminology:

Criminological Theory:

Deinstitutionalization:

Juvenile Delinquency:

Radical Nonintervention:

Summary

BCJ 210 Juvenile Justice

The classical school of criminology was founded in the 1700s by Cesare Beccaria and its emphasis was on crime committed by the person. The basic tenet was that humans are rational beings who seek the good things in life and avoid the bad. Beccaria contended that no one would commit an act unless it could be anticipated that the pleasurable consequences would outweigh the painful ones. He believed that prevention of crime is more important than punishment for crimes committed. He also advocated open publication of all laws, speedy trials, human treatment of the accused and abolition of secret accusations and torture. He also believed that the purpose of punishment is to deter persons from commission of crime, not give society opportunity for revenge; punishment must be swift and certain.

Social theories of delinquency focus on collective behavior rather than individual behavior. A child’s individuality cannot be separated from his/her interactions in a group. The process model states that criminal behavior is caused by factors external to individuals: economic class, environmental surroundings, delinquent subculture, lower class structure and so forth.

There are three types of delinquent subcultures. The criminal subculture develops where there is a cross-age integration of offenders plus close relations between carriers of criminal and conventional values. The conflict subculture uses the concept of focal concerns, which are areas or issues that command widespread and persistent attention and a high degree of emotional involvement that Miller feels tend to characterize a lower class culture (trouble, toughness, smartness, excitement, fate and autonomy). The third is the retreatist subculture which develops due to a lack of means for integration and because of internalized prohibitions or socially structured barriers to use of violence.

The practices highlighted in this chapter are based on sound theory. They have several common themes. First is the importance of a community-based approach to delinquency. It cannot be handled by governmental officials alone. The factors that prevent delinquency are centered on the community and its institutions: schools, the family, the neighborhood and churches. They must sponsor the foundations of self-control and the development of a sound self-concept. Second, treatment does not exclude punishment. Juveniles must be held accountable for their actions, but punishments must truly fit both the crime and the offender. Delinquency will not be conquered by treatment or punishment alone or by the community or government officials acting alone. A balanced, cooperative approach is what these various theories promote. The programs that build on them offer hope for the future.

Self Test

BCJ 210 Juvenile Justice

Multiple Choice Questions (Circle the correct answer)

1. Female, juvenile offenders are more likely to engage in fights at school as a result of ____________.

a. teacher labeling b. general sense of hopelessness c. self-defense d. All of the above.

2. The primary aim of criminology is/are ____________.

a. to determine why juveniles commit crime b. factors to improve institutions c. to determine causes of crime d. to determine social intervention

3. Which is the body of knowledge concerning crime as a social phenomenon?

a. social theory b. reaction formation c. criminology d. criminalistics

4. ____________ attempt to explain the causes of juvenile criminal behavior.

a. Social theories b. Theories of delinquency c. Criminological theories d. Sociological theories

5. Juvenile delinquency that involves the views of family, friends and community regarding a child’s behavior is a _____________ definition.

a. punitive b. political c. social d. rehabilitative

6. Cesare Beccaria founded the _____________ school.

a. industrial b. classical c. social d. positivist

Self Test

BCJ 210 Juvenile Justice

7. Beccaria believed that the function of law was to promote _____________.

a. punishment b. justice c. treatment d. All of the above.

8. Beccaria formulated which of the following principles that were a departure from criminal law?

a. Prevention of crime is more important than punishment for crime committed. b. The purpose of punishment is to deter persons from the commission of crime, not to give society an opportunity for revenge. c. open publication of laws d. All of the above.

9. _____________ theories focus strictly on collective behavior of the individual rather than the individual behavior.

a. Social b. Subcultural c. Deterrence d. Psychosocial

10. This is a term that refers to variations within a society on its cultural themes, patterns and traditional ideas as these are incorporated within various group.

a. social theory b. subculture c. reaction formation d. deterrence

Answer Keys

Key Term Definitions

BCJ 210 Juvenile Justice

Generality: The breadth, depth or limited nature of criminological theories.

Grand Theories: Criminological theories that are attempts to explain all types of criminal behavior.

Middle-range Theories: Theories more limited in their approach and scope and that are attempts to explain a specific area or type of crime.

Criminology: Body of knowledge that represents attempts to determine the causes of crime.

Criminological Theory: Attempts to explain why crime exists, how it takes place and what can be done about it.

Deinstitutionalization: The act of removing nondelinquent juveniles from secure detention or institutions.

Juvenile Delinquency: A violation of a law by an individual considered a juvenile (by age) in the jurisdiction.

Radical Nonintervention: Schur’s policy suggestion to leave kids alone whenever possible.

Answers to Self Test

Answer Keys

BCJ 210 Juvenile Justice

1. d

2. c

3. c

4. b

5. c

6. b

7. b

8. d

9. a

10. b

Notes

BCJ 210 Juvenile Justice

Unit 1 Examination Instructions

The Unit Examination

The unit examination contains 25 multiple choice questions, as well as a writing assignment.

Your grade on the examination will be determined by the percentage of correct answers. The university utilizes the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

4 grade points 3 grade points 2 grade points 1 grade point 0 grade points

Completing Unit One Examination

Before beginning your examination, we recommend that you thoroughly review the textbook chapters and other materials covered in each unit and follow the suggestions in the mastering the course content section of the syllabus.

This unit examination consists of objective test questions as well as a comprehensive writing assignment selected to reflect the learning objectives identified in each chapter covered so far in your textbook.

Additional detailed information on completing the examination, writing standards and how to submit your completed examination may be found in the syllabus for this course.

BCJ 210 Juvenile Justice

Unit 1 Examination

BCJ 210 Juvenile Justice

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. Parens patriae means ____________.

a. the state has the right and responsibility to take control over children from their natural parents b. children are not wards of the state c. children are the responsibility of families d. children’s interests are second to social interests

2. The juvenile court was established in _____________.

a. 1899 b. 1898 c. 1900 d. 1905

3. _____________ are juvenile institutions that emphasized formal training and were administered by municipal and state governments in the mid-1800s.

a. Reform schools b. Disposition depots c. Parens patriae d. Stocks

4. The post-Depression era spawned large detention facilities such as _____________.

a. Old Bailey b. Adams House c. Child Savers d. The Youth House

5. A status offender is a juvenile _____________.

a. who commits an offense that would be considered a crime if he were an adult b. adjudicated as delinquent c. who commits an offense that is only considered a crime because of his age d. who shoplifts

Unit 1 Examination

BCJ 210 Juvenile Justice

6. This person was involved in the Massachusetts experiment.

a. Granville Stanley Hall b. William Forbush c. Jane Addams d. Jerome Miller

7. The first comprehensive attempt at codifying laws was the ______________.

a. Code of Draco b. Byzantine Code c. Hebrew Code d. Hammurabic Code

8. The home that tried to rescue vagrant girls from lives of prostitution was known as _____________.

a. House of Refuge b. Public Asylum c. Elmira Reformatory d. Hulks

9. The goals of the Racine Cohort study include all of the following EXCEPT:

a. identify those persons who were more likely to engage in delinquency. b. identify those who stopped committing crimes. c. identify serious violent offenders. d. identify those who continued their criminal careers into adulthood.

10. The Cambridge study found that the best childhood predictors included all of the following EXCEPT:

a. convicted parents b. childhood antisocial behavior c. poor child rearing practices d. being middle class

11. The research by Loeber and Farrington of very young children in delinquency identified all of the following “early warning signs” EXCEPT:

a. physical fighting b. cruelty to animals c. popularity d. substance abuse

Unit 1 Examination

BCJ 210 Juvenile Justice

12. Violent Index crimes include all of the following EXCEPT:

a. kidnapping b. murder c. robbery d. aggravated assault

13. Figures from the National Survey on Drug Use and Health reveal that more teens abuse ____________.

a. prescription drugs b. alcohol c. tobacco d. None of the above.

14. Which of the following aims to uncover unreported crimes?

a. UCR b. NIBRS c. NCVS d. NIC

15. Which of the following is featured in delinquency research?

a. birth cohorts b. surveys c. UCR d. self reports

16. This cohort included two birth cohorts designed to determine the effects of growing up in the 60s and 70s.

a. Racine b. Philadelphia c. Columbus d. Pennsylvania

17. ___________ theories state that a child’s individuality cannot be separated from his or her interactions in a group.

a. Social b. Subcultural c. Deterrence d. Psychosocial

Unit 1 Examination

BCJ 210 Juvenile Justice

18. Cloward and Ohlin have identified all of the following subcultures EXCEPT:

a. criminal b. social c. conflict d. retreatist

19. When juveniles are labeled as probable delinquents, though they are not, this can result in a _____________.

a. false negative b. positive c. false positive d. negative

20. All except which of the following conditions characterize a child as a dependent?

a. The child has been abandoned. b. The child is of college age. c. The child is abused or neglected. d. The child is in need of custodial treatment in a treatment facility.

21. The ____________ definition of delinquency primarily involves the views of family, friends and community regarding a child’s behavior.

a. Punitive b. Political c. Social d. Rehabilitative

22. Miller uses the concept of focal concerns which include all of the following EXCEPT:

a. intelligence b. autonomy c. excitement d. fate

23. As businesses expand into one area from a central zone and as zoning laws change to accommodate them, some residents who can afford to leave do so. This is known as _____________.

a. zone in transition b. social disorganization c. reaction formation d. cultural determinism

Unit 1 Examination

BCJ 210 Juvenile Justice

24. All are risk factors associated with juvenile violence EXCEPT:

a. age b. popularity c. race d. risk taking behaviors

25. Who coined the term “insulated”?

a. Miller b. Beccaria c. Cohen d. Reckless

Unit 1 Examination

BCJ 210 Juvenile Justice

Writing Assignment for Unit One

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion). Do not use bullet-points.

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges:

Undergraduate courses: 350 - 500 words or 1 - 2 pages. Graduate courses: 500 - 750 words or 2 - 3 pages. Doctoral courses: 750 - 1000 words or 4 - 5 pages.

Plagiarism

Please answer ONE of the following:

1. Explain the “get tough” movement and how it is different from the original parens patriae idea.

2. Discuss five core strategies of the OJJDP Comprehensive Gang Model.

3. Discuss Hirschi’s social bond theory and its impact on the juvenile justice system.

You Can Do It

BCJ 210 Juvenile Justice

You have just completed Unit 1 of this course.

You are off to a great start!

Keep up the good work!

Objectives

Instructions to Students

BCJ 210 Juvenile Justice

Chapter Four The Juvenile Justice Process

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Discuss how a juvenile enters and is processed through the juvenile justice system.

2. Describe law enforcement and juvenile interactions.

3. Explain courts and juvenile interactions.

4. Consider the various methods for which juvenile court will give up its jurisdiction.

• Read pages 104-125 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

BCJ 210 Juvenile Justice

This chapter provides the reader with an overview of the three components of the juvenile justice system: police, courts and corrections. One of the major problems faced by the administrators of these components is lack of control resulting from the fragmentation of the juvenile justice system. In terms of actual coordination between all of its parts, the juvenile justice system does not automatically operate in an integrated fashion. All three of the elements of the criminal justice system have developed special ways for dealing with children and young people in trouble. Because of the need to protect information regarding juveniles and because of conflicting purposes and missions within these subsystems, the fragmentation problem is even more exacerbated in the juvenile system than in the adult system. This chapter will examine some of the problems in various parts of the juvenile justice system, including the basic issue of conflict between guardianship (under parens patriae) and accountability (notably, punishment). Today, most states have abandoned rehabilitation and parens patriae in favor of holding delinquents responsible, punishing them as if they were adults. The growing emphasis toward punishment has led the Supreme Court to also depart from parens patriae and provide procedural safeguards to protect the rights of juveniles.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BCJ 210 Juvenile Justice

Goal Conflict:

Prosecutorial Discretion:

Delinquency Petition:

Decarceration:

Diversion:

Remanding:

Children in need of services (CHINS):

Statutorily excluded:

Adjudicated:

Widening of the net:

Summary

BCJ 210 Juvenile Justice

The separate subsystems have had varying degrees of success in seeking autonomy for juveniles. The most successful of these has been the juvenile courts, which have had almost absolute power over the juvenile offender under the doctrine of parens patriae. The trend in administration seems to be heading toward a more selective jurisdiction over offenders, focusing on the seriousness of the offense instead of the status of the offender. As attitudes change toward making juveniles more accountable for their actions, the adult and juvenile justice systems will become less distinguishable. As a result, the administration of juvenile justice will become more and more formalized. The traditional parens patriae approach will give way to a more legalistic one.

Police departments have responded to the problems of juvenile crime in a number of different ways, usually through specialized units for juvenile control. The juvenile courts have also developed special philosophies and procedures to deal with their wards, but the recent movement away from the philosophy of parens patriae to one that stresses due process and constitutional safeguards for juveniles has placed the courts in need of change. Juvenile correctional institutions developed independently from adult institutions and have in large part remained autonomous in the United States until the past few decades. However, juvenile corrections have moved in the direction of community-based programs at a faster rate than has adult corrections.

Some of the obstacles to juvenile corrections reform are the fragmentation of the corrections system, the variety of governmental authorities involved and the lack of overall correctional planning that assigns each segment of the system specific involvement and accountability. An additional obstacle is the ambivalence of community members.

Self Test

BCJ 210 Juvenile Justice

Multiple Choice Questions (Circle the correct answer)

1. The ____________ are the first point of contact.

a. intakes b. police c. gatekeepers d. teachers

2. The police have lots of ____________ when it comes to juveniles.

a. direction b. discreetness c. discretion d. attitude

3. Separate juvenile units are used to provide ____________.

a. special investigation techniques b. treatment modalities c. rehabilitation units d. majority of female officers

4. Some functions of a juvenile unit include all of the following EXCEPT:

a. community organization b. protection of children c. investigation of delinquency d. punishment

5. In ___________ departments, every officer must be prepared to assume all police functions.

a. smaller b. larger c. urban d. None of the above.

6. ___________ reflects the shift toward punishment in juvenile justice.

a. Prosecutorial discretion b. Statutorily excluded c. In re Gault d. Kent v. U.S.

Self Test

BCJ 210 Juvenile Justice

7. At juvenile court intake, the decision is made to ____________.

a. dismiss the case b. handle the case informally c. send the case to juvenile court d. All of the above.

8. ____________ is a process which serious cases involving juveniles are moved to adult court through the decision of the prosecutor.

a. Prosecutorial discretion b. Statutorily excluded c. Consent decree d. Formal probation

9. A written agreement with juveniles with specific conditions to meet is usually done in a/an ____________ case.

a. informal b. consent c. aftercare d. formal

10. ____________ departments have a separate juvenile bureau.

a. Smaller b. Larger c. Specialized d. Technical

Answer Keys

Key Term Definitions

BCJ 210 Juvenile Justice

Goal Conflict: The goals of the juvenile justice system include working with juveniles who have committed offenses as well as juveniles who are in need of services.

Prosecutorial Discretion: Process by which serious cases involving juveniles are moved to adult court through the decision of the prosecutor.

Delinquency Petition: Formal petition seeking to adjudicate the juvenile delinquent that states the charges against the juvenile.

Decarceration: Removing as many juveniles as possible from custody and treating them in an open environment.

Diversion: Process of limiting the amount of involvement a juvenile has with the formal organization and procedures of the criminal and juvenile justice systems.

Remanding: Waiving juvenile court jurisdiction over a youth and sending the case to the adult court.

Children in need of services (CHINS): Abused, neglected, abandoned, and other victimized children.

Statutorily excluded: Offenses that, although committed by a juvenile, are so serious that state statute declares the juvenile will be treated as an adult.

Adjudicated: Term used in juvenile court that means the same as convicted in the adult court.

Widening of the net: Utilization of diversion has extended the jurisdiction of the juvenile justice system, thereby bringing in juveniles who may not normally have entered the system.

Answers to Self Test

Answer Keys

BCJ 210 Juvenile Justice

1. b

2. c

3. a

4. d

5. a

6. a

7. d

8. a

9. a

10. b

Notes

BCJ 210 Juvenile Justice

Objectives

Instructions to Students

BCJ 210 Juvenile Justice

Chapter Five Juveniles and the Police: Where the System Starts

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Identify how the police deal with juveniles and how these procedures differ from their handling of adults.

2. Interpret the elements and effectiveness of the D.A.R.E. program.

3. Distinguish the elements and effectiveness of juvenile curfews.

4. Identify how the police handle neglected and abused children.

5. Identify how community and problem-oriented policing methods are used with juveniles.

• Read pages 126-161 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

BCJ 210 Juvenile Justice

Chapter Five reviews the powers and responsibilities of the police and their involvement in the juvenile justice system. Public servants in law enforcement include city police, sheriffs, state patrol officers, warehouse guards, institutional guards and truant officers. Each and every one of these law enforcement agents can and often do have contact with our children. By virtue of their position on the “point” of this system, the role of the police is significant.

The police are typically the first social agency on the scene, whether the juvenile is the offender or the victim. Police powers are varied, from arrest to diversion, but they fit into the parens patriae norm of the juvenile justice system. The desire to help is paramount, yet the power to arrest and the ability to help often conflict. With the advent of community policing and problem-solving policing, the police have become more proactive in their involvement with juveniles. In recent years, police officers have directly offered services to youths to prevent their involvement with both drugs (D.A.R.E.) and gangs (G.R.E.A.T.).

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BCJ 210 Juvenile Justice

Battered child syndrome:

Family group conferencing:

Fundamental fairness:

Minors requiring authoritative intervention (MRAI):

Neglected:

Problem-oriented policing (POP):

Reasonable cause:

Street corner justice:

Summary

BCJ 210 Juvenile Justice

Juveniles are neither exempt from the law nor immune from the enforcement of the law. They must answer for their deeds just like anyone else. Immaturity and youth are not excuses for theft, rape, murder or vandalism. Just as the police are not always permitted to use force when arresting someone because he or she is an adult, the police may not use force when arresting someone simply because he or she is a child.

Community infers a partnership between the police and the people they serve. This partnership is designed to improve the quality of life in the community through introduction strategies designed to enhance neighborhood solidarity and safety. It demands that officers and departments adopt proactive strategies and tactics to repress crime, fear and disorder in local neighborhoods. In turn, community members are also expected to take a proactive stance in helping the police. This decentralized approach to policy development allows citizens to be better protected and officers to adjust their responses to best serve the community.

Community policing is operational and organizational philosophy designed to address problems and correct them. Frequency of contact and level of intimacy should increase as a result of efforts to prevent and reduce opportunities for crime by greater presence in neighborhoods. Discretion is expected to increase as police are encouraged to place increased emphasis on solving underlying problems believed to cause crime, problem solving and order maintenance expected to result in more proactive efforts to engage citizens and police to participate in community life.

The similarity of police philosophy toward an adult criminal and juvenile criminal should not be misunderstood or misinterpreted. Police departments are genuinely concerned about rehabilitating juveniles who get into trouble with the law. Because of their acceptance of this growing public policy, police departments are more than ready and anxious to cooperate with other community agencies.

Self Test

BCJ 210 Juvenile Justice

Multiple Choice Questions (Circle the correct answer)

1. Who are gatekeepers to the juvenile justice system?

s. police b. intake officers c. judges d. parents

2. Police have become more ___________ in their involvement with juveniles.

a. reactive b. nonactive c. proactive d. responsive

3. Which case covers the constitutional rights of individuals arrested by the police?

a. Haley v. Iowa b. Hadley v. Ohio c. Miranda v. Arizona d. Haley v. Ohio

4. When the investigation clearly indicates that a juvenile is not responsible for the delinquency charged, he should be released and ___________, or cleared of all involvement.

a. remanded b. reviewed c. detained d. exonerated

5. This term means police determine whether or not youths become further involved in system ___________.

a. ideal justice b. street corner justice c. arbitrary justice d. control functions

6. The first role of the police is control functions that includes all of the following EXCEPT:

a. detection. b. investigation. c. arrest. d. interrogation.

Self Test

BCJ 210 Juvenile Justice

7. ___________ of crime will normally lead to an investigation by police and may lead to arrest.

a. Detection b. Investigation c. Arrest d. Interrogation

8. This case stated one of the best tests of a child’s rights is whether the child has been treated with fundamental fairness.

a. Haley v. Iowa b. Hadley v. Ohio c. Miranda v. Arizona d. Haley v. Ohio

9. Factors that affect decision making when police arrest juveniles include all of the following EXCEPT:

a. demeanor b. age c. seriousness of offense d. sex

10. __________ policing infers partnership between police and people they serve.

a. Community b. Problem-oriented c. Proactive d. Reactive

Answer Keys

Key Term Definitions

BCJ 210 Juvenile Justice

Battered child syndrome: A disease that impacts children due to persistent physical abuse.

Family group conferencing: Model that many police diversion programs follow. The conference is aimed at resolving conflicts between all concerned parties (e.g., juveniles, parents, victims, community members).

Fundamental fairness: The test of a juvenile’s rights when considering whether the juvenile’s statements were voluntary.

Minors requiring authoritative intervention (MRAI): Juveniles who, depending on jurisdiction, meet criteria to be taken into custody until they can be served by a mandated crisis intervention agency.

Neglected: Children whose parents fail them or whose parents inadequately meet their basic needs.

Problem-oriented policing (POP): Law enforcement analyzes the problems they handle to determine a plan for handling the problems in a long term fashion.

Reasonable cause: Evidence that would lead a reasonable person to believe that action is needed (e.g., evidence of abuse that would allow for a juvenile to be taken into temporary custody).

Street corner justice: When police make “on-the-spot” adjustments when interacting with youth on the street.

Answers to Self Test

Answer Keys

BCJ 210 Juvenile Justice

1. a

2. c

3. c

4. d

5. b

6. d

7. a

8. d

9. b

10. a

Notes

BCJ 210 Juvenile Justice

Objectives

Instructions to Students

BCJ 210 Juvenile Justice

Chapter Six Juvenile Assessment and Classification

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Discuss the pros and cons of the Community Assessment Center model in terms of classifying and assessing juveniles.

2. Describe the intake process.

3. Define what is meant by classification.

4. Identify and apply the different types of assessment instruments.

• Read pages 162-197 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

BCJ 210 Juvenile Justice

Chapter 5 explored the powers and responsibilities of the police and their involvement in the juvenile justice system, including the different management styles and their potential influence on the police-juvenile relationship. This chapter begins at the time following the police officer’s arrest of the juvenile and then moves through the booking process, assessment process, preliminary hearing and “entry” of the juvenile into juvenile probation through formal or informal processing.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BCJ 210 Juvenile Justice

Intake:

Miranda:

Grievance procedure:

Suicide Risk Screening Instrument (SRSI):

Detention Risk Assessment Instrument (DRAI):

Supervision risk:

Massachusetts Youth Screening Instrument (MAYSI):

Classification:

Summary

BCJ 210 Juvenile Justice

In classifying individuals, one separates a group of people into smaller groups, each with something in common. When individuals are classified, they are invariably defined or described by their classification. Previous attempts at classifying offenders were mostly devoted to adult groups. Classification separates and assigns prison populations by age, sex and potential for salvation.

Today, classification is an effective managerial tool for institutional administrators. It is an effective form of control to prevent juveniles from returning to delinquency while agency or institution is still responsible for them. Note that not all classification systems are aimed at easing management of offenders or at accessing risks of recurrent delinquent or criminal behavior.

Placement assessment is the determination of restrictiveness that fits the severity of a juvenile’s offense, balanced by desire to protect community. The aim is to decide whether a juvenile should be placed in an institution or under community supervision. The balancing of the risk of the community and potential for rehabilitation are aims of this process. This is where risk assessment comes into play and is defined as the process of assessing the seriousness of current and past offenses ,plus the youth’s potential for recidivism.

Self Test

BCJ 210 Juvenile Justice

Multiple Choice Questions (Circle the correct answer)

1. This is an arrangement according to some systematic division into classes or groups.

a. assessment b. separation c. classification d. set determination

2. In the past the prison population was separated based on ___________.

a. age b. potential for salvation c. sex d. All of the above.

3. Most early forms of classification were based primarily on ____________.

a. superficial characteristics b. race c. type of offense d. age

4. Where was rudimentary classification of prisoners practiced?

a. Elmira Reformatory b. Walnut Street Jail d. New York House of Refuge d. None of the above.

5. This was the first correctional institution specifically for juveniles.

a. New York Reformatory at Elmira b. Walnut Street Jail c. New York House of Refuge d. None of the above.

6. These were a trend during the latter part of the nineteenth century.

a. treatment programs b. rehabilitation projects c. punishment programs d. None of the above.

Self Test

BCJ 210 Juvenile Justice

7. In the twentieth century, classification moved from obvious characteristics to ___________.

a. personality traits b. sex c. age d. race

8. One of the ways that youth can be channeled through juvenile justice system is:

a. be handled in different manner b. be dealt with simply c. be classified and directed to programs and services that are most appropriate d. handled discretely

9. In some states juveniles are assigned to an institution on the basis of ____________.

a. type of offense b. risk potential c. medical condition d. time of offense

10. One of the major judgment calls by members of officialdom that must be considered is classification _____________.

a. of victim b. for treatment c. of time d. of relationship

Answer Keys

Key Term Definitions

BCJ 210 Juvenile Justice

Intake: The point at which the juvenile is “booked” into the juvenile justice system.

Miranda: Prior to any questioning, the juvenile is notified of his or her rights.

Grievance procedure: Policy in place for a family to utilize when they think they are being treated unjustly or unfairly while in supervision.

Suicide Risk Screening Instrument (SRSI): Assessment of the juvenile’s risk for suicide.

Detention Risk Assessment Instrument (DRAI): Assessment of the juvenile’s risk to the community.

Supervision risk: Assesses the immediate level of supervision for the juvenile.

Massachusetts Youth Screening Instrument (MAYSI): Assesses substance abuse and mental health at intake.

Classification: Administrative controls utilized to manage delinquents for treatment.

Answers to Self Test

Answer Keys

BCJ 210 Juvenile Justice

1. c

2. d

3. a

4. b

5. a

6. a

7. a

8. c

9. b

10. b

Notes

BCJ 210 Juvenile Justice

Unit 2 Examination Instructions

The Unit Examination

The unit examination contains 25 multiple choice questions, as well as a writing assignment.

Your grade on the examination will be determined by the percentage of correct answers. The university utilizes the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

4 grade points 3 grade points 2 grade points 1 grade point 0 grade points

Completing Unit Two Examination

Additional detailed information on completing the examination, writing standards and how to submit your completed examination may be found in the syllabus for this course.

BCJ 210 Juvenile Justice

Unit 2 Examination

BCJ 210 Juvenile Justice

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. About one-half of informal cases are ___________.

a. handled b. prosecuted c. send to juvenile court d. dismissed

2. ___________ are offenses that, although committed by a juvenile, are so serious that state statute declares the juvenile will be treated as an adult.

a. Statutorily excluded b. Prosecutorial discretion c. Consent decree d. Formal probation

3. A formal petition seeking to adjudicate the juvenile delinquent that states the charges against the juvenile.

a. Informal decree b. Delinquency petition c. Aftercare decree d. Formal decree

4. In small communities who may be the person assigned to juvenile cases in an attempt to follow juvenile crime closely?

a. the administrator b. the chief c. special units d. technical units

5. One type of petition is ____________.

a. delinquency b. technical c. specialized d. formal

Unit 2 Examination

BCJ 210 Juvenile Justice

6. If all screening or diversionary actions have been exhausted, the juvenile will be referred to the juvenile court for a ____________.

a. disposition b. formal charging c. trial d. referral

7. In response to delinquency petition, a(n) ___________ is scheduled.

a. trial b. adjudicatory hearing c. dispositional hearing d. aftercare hearing

8. Which of the following is similar to adult parole?

a. probation b. rehabilitation c. aftercare d. adjudication

9. __________ means leave kids alone whenever possible.

a. Radical intervention b. Radical nonintervention c. Decriminalization d. Radical decriminalization

10. ___________ is the test of a juvenile’s rights when considering whether the juvenile’s statements were voluntary.

a. Arresting rights b. Miranda rights c. Access to care d. Fundamental fairness

Unit 2 Examination

BCJ 210 Juvenile Justice

11. A “warrantless” search is justified for all of the following EXCEPT:

a. The search is incident to lawful arrest. b. The officer obtains consent from the chief. c. It is necessary to prevent the destruction or removal of vital evidence. d. An “on-the-street “stop and frisk occurs.

12. In this case, the court ruled that a suspect must be advised of his or her rights.

A. Miranda v. Arizona B. Terry v. Ohio C. Haley v. Ohio D. None of the above.

13. What occurs after a report is filed in a neglect case?

a. investigation b. intake c. arrest d. parents are called

14. All are forms of street corner justice EXCEPT:

a. a warning b. a ride home c. a photo d. meeting with parents

15. Which case ruled that despite language difficulties, statements made by a juvenile are admissible as long as a waiver of rights is given by the juvenile?

a. Haley v. Iowa b. Hadley v. Ohio c. United States v. Bernard S. d. Haley v. Ohio

16. What is the standard action when the investigation clearly indicates that a juvenile is not responsible for the delinquency charged but released?

a. remanded b. reviewed c. detained d. exonerated

Unit 2 Examination

BCJ 210 Juvenile Justice

17. The first role of the police in control functions include which of the following?

a. detection b. investigation c. arrest d. All of the above.

18. One of the major judgment calls by members of officialdom is ____________.

a. classification of the manners b. classification of appropriate divisions c. classification of the actor d. None of the above.

19. After the decision on institutionalization is made, a __________ comes into play.

a. adjudication b. custody assessment c. medical assessment d. None of the above.

20. Classification in the assessment stage relates to which type of decision?

a. victim b. detention c. time d. relationship

21. This is data recorded about the juvenile during the intake process.

a. assessment b. separation c. face sheet d. set determination

22. The practice of separation has become identified with _____________.

a. recidivism b. salvation c. accommodation d. classification

Unit 2 Examination

BCJ 210 Juvenile Justice

23. The first major correctional institution for juveniles was ____________.

a. New York Reformatory at Elmira b. Assessment for Institutional Learning c. Boys Town d. None of the above.

24. ___________ involves 2 basic levels of decisions made: placement and custody assessments.

a. Classification for management b. Community assessment centers c. Institutional classification d. None of the above.

25. ___________ assesses the seriousness of current and past offenses plus the youth’s potential for recidivism.

a. Needs assessment b. Risk assessment c. Classification d. Declassification

Unit 2 Examination

BCJ 210 Juvenile Justice

Writing Assignment for Unit Two

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Undergraduate courses: 350 - 500 words or 1 - 2 pages. Graduate courses: 500 - 750 words or 2 - 3 pages. Doctoral courses: 750 - 1000 words or 4 - 5 pages.

Plagiarism

Please answer ONE of the following:

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion). Do not use bullet-points.

1. Explain why police have lots of discretion with juveniles; give examples.

2. Define community oriented policing and problem-oriented policing.

3. List and explain the factors that affect a police officer’s decision of whether or not to arrest a juvenile.

You Can Do It

BCJ 210 Juvenile Justice

With Unit 2 complete, you are half way through the course.

Take a break and reward yourself

for a job well done!

Objectives

Instructions to Students

BCJ 210 Juvenile Justice

Chapter Seven Legal Rights of Juveniles

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Determine the significance of the landmark cases involving the rights of juveniles in court.

2. Determine the significance of the landmark cases involving the rights of incarcerated juveniles.

3. Identify the elements of a juvenile’s right to treatment.

4. Identify the substantive rights of juveniles.

• Read pages 198-225 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

BCJ 210 Juvenile Justice

Since the late 1960s, decisions by the U.S. Supreme Court have led to changes in juvenile court operations that have turned the system away from its original rehabilitative posture. Chapter 7 explores juvenile rights. Emphasis is placed on what has been done and on what seems to remain to be done to reach equality. Justice for the child in trouble is touted as an official goal for a modern society. However, in practice, children are often dealt with in ways that would be completely unacceptable if they were an adult. The constitutional rights of juveniles are often violated and there is little regard for their integrity, human dignity and privacy.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BCJ 210 Juvenile Justice

Exclusionary Rule:

Probable cause:

Procedural rights:

Proof beyond a reasonable doubt:

Right of privilege against self-incrimination:

Rights of confrontation and cross-examination:

Right to a jury trial:

Right to Treatment:

Substantive rights of minors:

Summary

BCJ 210 Juvenile Justice

This chapter discusses the procedural rights of juveniles within the court system and how this relates to their substantive rights. What the eventual impact of the recent “revolution” in juvenile rights will be on the juvenile justice system has yet to be determined. However, as juveniles gain equal rights and protection under the law, they are losing the sometimes useful and heretofore “protective” cover of parens patriae.

If an adult attempts an escape from prison, he or she may be shot, even killed, in the process. Thousands upon thousands of youths “run” (abscond) or escape from training schools and juvenile institutions each year. What would be the public reaction if several of them were wounded or killed in their attempts? Adult correctional facilities, staffed with armed guards, are places where security and control are guiding considerations. Should relatively insecure youth camps be turned into likenesses of these facilities?

Currently, juveniles are protected from being identified in newspapers and from being fingerprinted until 16 years of age. Should governments change these practices and ensure exacting equality between juveniles and adults? One thing is relatively clear: the juvenile offender of today is often the adult offender of tomorrow. How the system treats and reacts to these juveniles now may have great bearing on whether society will have to deal with them later, as adults, when they are at least guaranteed their full constitutional rights.

Self Test

BCJ 210 Juvenile Justice

Multiple Choice Questions (Circle the correct answer)

1. The court case that stated that children should be treated differently from adults was ____________.

a. Rex v. Delaval b. In re Gault c. Kent v. United States d. None of the above.

2. ____________ was proposed by the National Probation Association’s Annual Conference in 1923.

a. Uniform Juvenile Court Act 1968 b. Juvenile Justice and Delinquency Prevention Act 1974 c. Standard Juvenile Court Act d. None of the above.

3. Which court case also addressed factors judges should consider in transfer decision such as seriousness of offense, rehabilitative resources available to court, etc.?

a. Ellesley v. Ellesley b. Mill v. Brown c. In re Winship d. Kent v. United States

4. _____________ is the prohibition against use of illegally obtained evidence in court.

a. Probable cause b. Interrogation c. Exclusionary rule d. None of the above.

5. Which of the following is not admissible in court?

a. coerced confessions b. confessions c. legally obtained evidence d. taped interviews

Self Test

BCJ 210 Juvenile Justice

6. All of the following are unconstitutional EXCEPT:

a. holding status offenders in adult jails prior to adjudication. b. preventive detention of at-risk juveniles awaiting adjudication. c. holding delinquents in adult jails without sight and sound barriers. d. preventive detention for non-risk juveniles awaiting adjudication.

7. Which of the following are substantive rights of minors?

a. right to refuse unwanted service b. to make or participate in choices that affects one’s life c. right to be free from unnecessary restrictions in individual development d. All of the above.

8. The court established which of the following principles regarding juveniles?

a. Legal status of juvenile witness cannot be brought out on cross examination. b. Juveniles cannot be legally required to register as sex offenders. c. Under rights of the First Amendment, the press may report results of juvenile court proceedings. d. Juveniles cannot be legally required to offer DNA samples.

9. Procedural rights guaranteed to juvenile delinquents include all of the following EXCEPT:

a. right to notice of charges b. right to jury trial c. right to judicial hearing d. proof beyond reasonable doubt

10. Which of the following is not true about the exclusionary rule?

a. prohibits use of illegally obtained evidence in court b. standard applies to “warrantless searches” conducted during arrest c. Juveniles cannot be searched simply because they are in a crime area d. All of the above are true.

Answer Keys

Key Term Definitions

BCJ 210 Juvenile Justice

Exclusionary Rule: Prohibition against the use of illegally obtained evidence in court.

Probable cause: Evidence that would lead a reasonable person to believe that the accused juvenile may have committed a delinquent act.

Procedural rights: Rights pertaining to statutory laws and are accorded to juveniles during the fact-finding process of a juvenile case.

Proof beyond a reasonable doubt: Adjudication of delinquency burden of proof established by In re Winship.

Right of privilege against self-incrimination: Accused juveniles’ entitlement of the constitutional privilege against self-incrimination, the Fifth Amendment, established by In re Gault.

Rights of confrontation and cross-examination: Accused juveniles’ right to confront and cross-examine witnesses was upheld in In re Gault.

Right to a jury trial: One of the few constitutional rights that are not provided to juveniles. Jury trials for juveniles in most cases are the exception rather than the rule, unless a motion specifically requesting the statutory provision of a trial by jury is made in the court jurisdiction.

Right to Treatment: The U.S. Supreme Court has not addressed the constitutional right to treatment for juveniles. However, in Morales v. Turman, the court ruled that juveniles housed in detention had a constitutional right to treatment.

Substantive rights of minors: Basic human rights such as life, liberty, and the pursuit of happiness.

Answers to Self Test

Answer Keys

BCJ 210 Juvenile Justice

1. d

2. c

3. d

4. c

5. a

6. b

7. d

8. c

9. b

10. d

Notes

BCJ 210 Juvenile Justice

Objectives

Instructions to Students

BCJ 210 Juvenile Justice

Chapter Eight Juvenile Probation and Diversion

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Define and explain the terms probation, formal probation and informal probation.

2. Identify the functions of probation today and discuss how they are administered.

3. Describe what a petition is and how and why it is filed.

4. Describe the current trends in juvenile probation.

5. Identify, describe and analyze forms of supervision.

• Read pages 226-271 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

BCJ 210 Juvenile Justice

Today, with continuing emphasis on community-based services for juveniles, it is recognized that not all juveniles who are adjudicated delinquents belong in institutions. Once the youth is determined to be delinquent, probation is one method of court disposition that the juvenile justice system may impose. In fact, probation is the most frequently used juvenile court disposition at the present time.

Diversion is the process of limiting the amount of involvement a juvenile has with the formal organization and procedures of the criminal and juvenile justice systems. Diversion is and has been a central objective of juvenile justice. Diversion is based on the belief that if a juvenile is labeled as “delinquent” or “bad,” he or she will be permanently stigmatized. To avoid long-term negative consequences for juveniles, diversion programs are designed to avoid labeling and work with juveniles to rehabilitate them.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BCJ 210 Juvenile Justice

Probation:

Benefit of a clergy:

Judicial reprieve:

Recognizance:

John Augustus:

Probation subsidy:

Intensive supervision:

Electronic monitoring:

Summary

BCJ 210 Juvenile Justice

Diversion is the process of limiting the amount of involvement a juvenile has with the formal organization and procedures of the criminal and juvenile justice systems. Probation is a sentence not involving confinement, but one that imposes conditions.

John Augustus was the world’s first probation officer. He spent a great deal of time observing proceedings of the Boston police court and undertook the task of supervising and guiding the behavior of those bailed out during the period prior to the court’s final disposition. The courts encouraged Augustus in his endeavors by not sentencing convicted criminals to the usual stay in the House of Corrections. Augustus’ work resulted in the establishment of the visiting probation agent system in Massachusetts in 1869. This system was devised primarily to assist delinquent children. The nation’s first probation law was passed in Massachusetts in 1878 and in 1891 a second Massachusetts law required the criminal courts to appoint probation officers. By 1900 there were only 4 other states that recognized and used the new approach for disposition of criminal cases (Missouri, Rhode Island, New Jersey and Vermont).

There is one major problem facing the success of probation: careless overuse. Probation supervision tends to be a dumping ground for all those difficult juveniles whom the judge may be afraid to send back into the community without some protection from future misgiving or criticism. The effect is the dilution and misapplication of limited resources. For many juveniles, then, the circumstances of probation invite failure.

There are persuasive arguments in favor of probation over institutionalization: (1) reduced stigma for the youth involved; (2) the advantage of remaining in the community; (3) the availability of a wealth of resources offered in the community that are generally absent in the institution; (4) the number of youths served and diverted from the formal system; (5) the reduced costs of probation as compared with those of institutionalization. We must ensure, however, that reduced cost does not just make probation cheaper without also making it better.

Self Test

BCJ 210 Juvenile Justice

Multiple Choice Questions (Circle the correct answer)

1. ___________ provides funding and guidance necessary to enable participating courts to develop and implement community-based treatment programs as alternatives to institutionalization.

a. Negative subsidy b. Probation subsidy c. Probation d. Positive subsidy

2. ___________ is designed to address a number of different system-wide supervision problems and issues.

a. Negative subsidy b. Probation subsidy c. Intensive supervision d. Electronic monitoring

3. ___________ can be used to monitor curfews or take place of confinement using the home as a site of punishment.

a. Negative subsidy b. Probation subsidy c. Intensive supervision d. Electronic monitoring

4. One of the basic juvenile probation functions includes ___________.

a. intake screening of cases referred b. court-ordered release of juvenile c. disposition investigation d. analyzing arrest report

5. __________ was a form of temporary suspension of imposition or sentence by the court.

a. Recognizance b. Benefit of clergy c. Judicial reprieve d. Prosecutorial discretion

Self Test

BCJ 210 Juvenile Justice

6. The first probation law in the United States was passed in ___________.

a. Illinois b. Massachusetts c. New York d. Pennsylvania

7. Factors to consider for granting probations include ___________.

a. existence of probation department b. offender’s family situation c. nature and circumstance of offense d. All of the above.

8. Role of probation is fulfilled by ___________.

a. holding offenders accountable b. holding offenders financially responsible c. ensuring treatment d. ensuring revocation hearings

9. A completed petition should include ____________.

a. positive identification of juvenile b. arrest report c. positive identification of siblings d. treatment concerns

10. The primary function of ____________ is to determine whether those juveniles for whom petitions have been made fall under the jurisdiction of court.

a. intake screening b. investigation c. supervision d. disposition

Answer Keys

Key Term Definitions

BCJ 210 Juvenile Justice

Probation: A sentence not involving confinement that imposes conditions.

Benefit of clergy: An early form of suspended sentence.

Judicial reprieve: Temporary suspension of the imposition or sentence by the court.

Recognizance: The obligation to appear in court.

John Augustus: The father of probation.

Probation subsidy: Money provided to counties and local jurisdictions for not committing offenders to prisons.

Intensive supervision: Increased contact between the officer and the client by decreasing caseload size.

Electronic monitoring: Tracks movement using a tracking device worn by the client.

Answers to Self Test

Answer Keys

BCJ 210 Juvenile Justice

1. b

2. c

3. d

4. a

5. c

6. b

7. d

8. a

9. a

10. a

Notes

BCJ 210 Juvenile Justice

Objectives

Instructions to Students

BCJ 210 Juvenile Justice

Chapter Nine Juvenile Institutions: The Success of Failure

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Define and differentiate between male and female detention and institutionalization.

2. Describe the purpose of juvenile institutions.

3. Discuss the major aspects of Morales v. Turman and how that case may have had an impact on the national juvenile justice system as a whole.

4. Define and discuss unauthorized leave, isolation and institutional alternatives.

• Read pages 272-313 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

BCJ 210 Juvenile Justice

No matter what it is called—juvenile institution, training school, correctional facility, detention center, shelter, youth camp, ranch, halfway house, jail, reformatory or prison—each of these places is an institution in which delinquent and dependent youths can be held.

A juvenile institution is intended to provide specialized programs for children who must be under some form of restraint to be treated. Accordingly, it normally houses the more hardened, unstable, or nontreatable youths who do not even meet the liberal standards for juvenile probation.

The institution program attempts to prepare the youth for return to the community. Whether this reintegration with society will work depends on several interrelated factors, one of which is the quality of aftercare services that are necessary to strengthen and reinforce changes begun in the institution that can be tested and proved only during the course of normal community living. Despite the vast expansion and growth of community-based facilities, there has still been no major decline in the use of juvenile institutions.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BCJ 210 Juvenile Justice

Privatization:

Expiation:

Ex parte Crouse:

Cottage reform school:

Detention center:

Community-based treatment:

Group treatment:

Diversification:

Summary

BCJ 210 Juvenile Justice

In 1825 the New York City House of Refuge became the first real American response to the juvenile problem. Most of these schools were established by private organizations that recognized the need for special attention to both juvenile offenders and neglected or dependent children. The juvenile system coordinated within a political jurisdiction as an integral part of the criminal justice system in 1899.

Today’s approach to institutions calls for a greater emphasis on education, vocational and personality training and inculcation of socially accepted living habits. There is still a widely held belief that society is responsible for juvenile delinquency. Social problems that lead to, cause, or are associated with crime and delinquency might be solved if top priority were given to solving these problems using the finest minds in the world and an unlimited budget. In the meantime, juvenile crime increases, public schools cease to function and organized and armed youth gangs reemerge as a menace in communities.

The National Council on Crime and Delinquency’s (NCCD) definition of detention care is, “the temporary care of children in physically restricted facilities pending court disposition or transfer to another jurisdiction or agency.” This detention should meet four basic objectives: (1) secure custody with good physical care in a manner that will offset the damaging effects of confinement; (2) implement a constructive program of activities to provide children with the opportunity to develop strengths and socially acceptable ways of gaining satisfaction; (3) provide individual and group guidance to help children use the detention experience positively; and (4) observe and study to provide screening for undetected mental or emotional illness as well as diagnosis upon which to develop an appropriate treatment plan.

Juvenile institutions are as good or as bad as those in the adult system. Most people dislike seeing youths detained in jails and lockups, but this practice still persists in jurisdictions where there are either none or limited alternatives. In one southeastern Ohio community, for example, it is not uncommon for parents with unruly children to call the local sheriff. He obliges by locking them up for a few days to “teach them a lesson.” This is done without the knowledge of the court and is a clear violation of the juvenile’s rights to due process.

Self Test

BCJ 210 Juvenile Justice

Multiple Choice Questions (Circle the correct answer)

1. ___________ were/was first organized to attempt to control and treat juvenile delinquency.

a. Houses of refuge b. Elmira Reformatory c. Lyman School for Boys d. Cottage reform schools

2. ___________ offered an opportunity to break away from congregate placement of children in institutions.

a. Reform schools b. Cottage reform schools c. Houses of refuge d. Elmira Reformatory

3. __________ states had schools located in the countryside and organized programs around agricultural work.

a. Eastern b. Southern c. Western d. Northern

4. __________ are usually overcrowded before they reach their rated capacities.

a. Houses of refuge b. State reformatories c. Reform schools d. Detention centers

5. The temporary care of children in physically restricted facilities pending court disposition or transfer to another jurisdiction or agency is called ____________.

a. detention b. treatment centers c. reform schools d. cottage schools

Self Test

BCJ 210 Juvenile Justice

6. The National Advisory Commission on Criminal Justice Standards and Goals detentions should meet basic objectives such as ___________.

a. secure custody with no physical care b. the detention facility should be in a residential area and near court and community resources c. nonsecure custody with treatment units d. secure custody with no treatment units

7. The only youths that should be housed involuntarily are ___________.

a. those who will disappear prior to hearing b. those with high probability of committing dangerous offense c. those who must be held for another jurisdiction d. All of the above.

8. Reasons and Kaplan stated actual survival of prisons depends on one of the following:

a. reformation b. restitution c. treatment d. rehabilitation

9. There are latent functions of institutions that include all except:

a. provision of jobs b. reduction of employment rates c. scientific research d. self-enhancement

10. Factors that affect court’s decision to place youth in a detention facility include all except:

a. location of detention unit b. location of apprehension c. location of offense d. credibility of referring source

Answer Keys

Key Term Definitions

BCJ 210 Juvenile Justice

Privatization: The movement to have some institutions operated by corporate (nonpublic) entities.

Expiation: Atonement of sins through suffering.

Ex parte Crouse: Decision by Pennsylvania Supreme Court that upheld the authority of the state to act in parens patriae for the benefit of juveniles.

Cottage reform school: Designed to give a home interest and attachment for institutionalized juveniles.

Detention center: Secure institutions often housing a mixture of juvenile offenders, victims, and status offenders.

Community-based treatment: Methods of handling juveniles in a community setting as an alternative to an institutional commitment.

Group treatment: The treatment of juveniles in a group setting versus an individual setting. Group treatment may also include the family of the juvenile.

Diversification: The breadth of juvenile commitment programs represented which attempt to address the different problems faced by juveniles.

Answers to Self Test

Answer Keys

BCJ 210 Juvenile Justice

1. a

2. b

3. c

4. d

5. a

6. b

7. d

8. a

9. b

10. c

Notes

BCJ 210 Juvenile Justice

Unit 3 Examination Instructions

The Unit Examination

The unit examination contains 25 multiple choice questions, as well as a writing assignment.

Your grade on the examination will be determined by the percentage of correct answers. The university utilizes the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

4 grade points 3 grade points 2 grade points 1 grade point 0 grade points

Completing Unit Three Examination

Additional detailed information on completing the examination, writing standards and how to submit your completed examination may be found in the syllabus for this course.

BCJ 210 Juvenile Justice

Unit 3 Examination

BCJ 210 Juvenile Justice

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. All of the following are court decisions established regarding juvenile detention EXCEPT:

a. preventive detention of juveniles awaiting adjudication is constitutional. b. preventive detention of at-risk juveniles awaiting adjudication. c. a probable cause hearing must be conducted before detention is continued. d. holding accused status offenders in adult jails prior to adjudication is unconstitutional.

2. Which of the following is a primary issue for incarcerated juveniles?

a. mail and censorship b. dress codes c. personal appearance d. All of the above.

3. The new substantive rights include all EXCEPT:

a. the right to refuse an unwanted service. b. the right to make or participate in choices that affect one’s life. c. the right to choose their facility. d. the right to be free from unnecessary restriction in individual development.

4. What was the basic principle of the Duke of Beufort v. Berty case?

a. individualized justice for youth b. concept of parens patriae c. children should not be confined d. children should be treated differently than adults

5. The National Probation Association’s Annual Conference in 1923 proposed which act?

a. Uniform Juvenile Court Act 1968 b. Juvenile Justice and Delinquency Prevention Act 1974 c. Standard Juvenile Court Act d. None of the above.

6. Grievance procedures set up to guide operations include all of the following EXCEPT:

a. prompt investigation of grievances b. long process to present grievances to staff c. taking a final action d. Both a and b are correct.

Unit 3 Examination

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BCJ 210 Juvenile Justice

7. ___________ means that juveniles have same rights as other citizens but these rights are not always honored.

a. Exclusionary rule b. Probable cause c. Unlimited extent d. None of the above.

8. The Fifth Amendment protects juveniles from ____________.

a. jury trials b. false confession c. self-incrimination d. interrogation

9. ___________ means that probation officers protect community via aggressive enforcement of conditions.

a. Building community-based partnerships b. Obtaining sufficient resources c. Holding offenders accountable d. Implementing results-based and outcome-driven services and practices

10. ___________ means that the case does not reach the formal hearing stage, not that court has not been involved.

a. Diversion b. Probation c. Pre-judicial d. Pre-formal

11. The factor of probation supervision that means an officer must keep in touch with juvenile parent and school is ____________.

a. surveillance b. casework c. intake screening d. accountability

12. The basic set of juvenile probation functions includes _____________.

a. intake screening of cases referred b. court-ordered release of juvenile c. disposition investigation d. analyzing arrest report

Unit 3 Examination

101

BCJ 210 Juvenile Justice

13. ____________ purpose was to allow the defendant to have time to appeal a case to the Crown.

a. Recognizance b. Benefit of clergy c. Judicial reprieve d. Prosecutorial discretion

14. Due to the humanitarianism of John Augustus, the nation’s first probation law was passed in ____________.

a. Illinois b. Massachusetts c. New York d. Pennsylvania

15. The officer who perceives his/her role as guardian of middle class morality is called the ____________ officer.

a. punitive b. protective c. passive d. welfare

16. The officer who sees the job as requiring only minimum effort is called the ___________ officer.

a. punitive b. protective c. passive d. welfare

17. __________ determined constitutional rights of incarcerated minors have been violated.

a. Morales v. Turman b. Maryland v. Thurman c. National Council on Crime and Delinquency d. Morrissey v. Turman

18. The types of punishment include ____________.

a. actual physical punishment b. emotional punishment c. diversification d. None of the above.

Unit 3 Examination

102

BCJ 210 Juvenile Justice

19. What is one of the seven essential characteristics of juvenile detention defined by the American Correctional Association Detention Committee?

a. temporary custody b. treatment centers c. reform schools d. cottage schools

20. Recommendations for juvenile detention facilities include ____________.

a. secure custody with no physical care b. the detention facility should be in a residential area and near court and community services c. nonsecure custody with treatment units d. secure custody with no treatment units

21. ___________ became the first real American response to juvenile problem.

a. Houses of refuge b. Elmira Reformatory c. New York City House of Refuge d. Lyman School for Boys

22. Reform school managers and institutional superintendents emphasized ____________.

a. physical conditioning b. college prep courses c. discretionary release d. physical punishment

23. ___________ was the first state reform school for boys.

a. Lyman School for Boys b. Elmira Reformatory c. Houses of refuge d. Cottage reform schools

24. ___________ for housing institutionalized juveniles continues to be the most popular form in use today.

a. Reform schools b. Cottage reform schools c. Houses of refuge d. Elmira Reformatory

Unit 3 Examination

103

BCJ 210 Juvenile Justice

25. The emphasis on ___________, which pervades the adult institutions, also shapes the general environment of juvenile detention facilities.

a. detention b. apprehension c. custody d. credibility

Unit 3 Examination

104

BCJ 210 Juvenile Justice

Writing Assignment for Unit Three

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Undergraduate courses: 350 - 500 words or 1 - 2 pages. Graduate courses: 500 - 750 words or 2 - 3 pages. Doctoral courses: 750 - 1000 words or 4 - 5 pages.

Plagiarism

Please answer ONE of the following:

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion). Do not use bullet-points.

1. Summarize at least three landmark cases made by the US Supreme Court and discuss their impact on the Juvenile Justice system.

2. Define and explain intensive supervision, electronic monitoring and school probation and their impact on the Juvenile Justice system.

3. Explain the importance of the Houses of Refuge, Lyman School for Boys, and the Cottage Reform school.

You Can Do It

105

BCJ 210 Juvenile Justice

Unit 3 is done! You’re close to the finish line and we’re cheering you on to victory!

Objectives

106

Instructions to Students

BCJ 210 Juvenile Justice

Chapter Ten Juvenile Parole

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Define and discuss the use of parole for juveniles.

2. Differentiate between probation and parole, both historically and today.

3. List and discuss the major goals and purposes of aftercare.

4. Discuss the importance of the decision of the U.S. Supreme Court in Morrisey v. Brewer.

5. Explain how parole fits into the juvenile justice system and its relationship to the rest of the system.

• Read pages 314-335 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

107

BCJ 210 Juvenile Justice

Chapter 10 uses interchangeably the concepts of juvenile parole and juvenile aftercare. Juvenile parole (aftercare) is used to bridge the gap back to the community after incarceration. Aftercare for juveniles has a dual purpose: protection for the community and proper adjustment of the parolee.

Before discussing juvenile aftercare, it is useful to define parole. Juvenile parole is defined as the conditional release of a juvenile from a correctional institution at a time when he or she can best benefit from release and continued life in the community under the supervision of a counselor or parole officer. Parole is a method whereby society can be protected and the juvenile can be provided with continuing treatment and supervision.

There is no direct tie between juvenile court probation and juvenile parole as part of one correctional process. Probation is administered, in most cases, by the courts on a county level; parole, on the other hand, is generally administered on a statewide basis by the agency that is responsible for providing institutional services. Juvenile probation is a pre-institutional procedure. A juvenile is sentenced to probation as an alternative to institutionalization. Parole is part of the correctional process and is used only after the juvenile has spent time in a juvenile correctional institution.

The term aftercare has also been used in reference to juvenile parole. The term aftercare (rather than parole) is preferred by those who are concerned about providing social services to youths. Generally speaking, the practice of juvenile aftercare has gained more acceptance than has the term itself. Aftercare, unlike probation, is an attempt to bridge the gap between the institution and the community and to ease the transition period from one to the other. Aftercare is meant to help the youth remain in the community and to decrease the likelihood of he/she becoming involved again in delinquent behavior.

Key Terms

108

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BCJ 210 Juvenile Justice

Juvenile parole:

Aftercare:

Determinate sentencing:

Good time law:

Indeterminate sentence:

Conditions of parole:

Revocation of parole:

Morrissey v. Brewer:

Intensive Aftercare Program (IAP Model):

Summary

109

BCJ 210 Juvenile Justice

Many attempts have been made to classify youths in correctional institutions as potentially good risks on parole. Here, classification refers to the prediction of behavior after release. Classification, if applied properly, contributes significantly in the assignment of parolees to the appropriate type of parole officer. More effort must be expended in this area if juvenile parole is to be maximally effective.

The juvenile parole decision-making process is fragmented and varied throughout the states. Fragmentation is a major problem and one that must be addressed squarely in determining the kind of organizational structure for a juvenile paroling authority. Organizational muddle, combined with excessive rhetoric and little action, has tended to push juvenile parole into the same model as the adult systems. Whether this movement will prove useful or harmful remains to be seen.

Parole is the conditional release of a juvenile from a correctional institution at a time when he or she can best benefit from release and continued life in the community under supervision of a counselor or parole officer. This is a method whereby society can be protected and juvenile be provided with continuing treatment and supervision. Aftercare is used in reference to juvenile parole. The release is conditional and may be revoked if terms of aftercare are violated prior to the end of the youth’s aftercare period.

Juvenile paroling authorities do not determine the length of time of an offender’s prison term but some juvenile paroling authorities do require that juveniles remain incarcerated for a certain period before release on parole. Institutions with the most adequate treatment services are best prepared to judge a youth’s readiness for parole.

Self Test

110

BCJ 210 Juvenile Justice

Multiple Choice Questions (Circle the correct answer)

1. A juvenile ___________ has already completed part of the period of confinement.

a. parolee b. inmate c. probationer d. status offender

2. __________ is defined as conditional release of a juvenile from a correctional institution at a time when the juvenile will benefit from release and continue life in the community under supervision.

a. Probation b. Institutionalization c. Juvenile parole d. Decarceration

3. __________ sentence is a sentence to incarceration pronounced by a judge that sets no minimum and maximum periods of incarceration of the offender.

a. Determinate b. Indeterminate c. Fixed d. Mandatory

4. ___________ stresses juvenile case management in five components.

a. Parole b. Probation c. IAP model d. Aftercare

5. Attention on juvenile recidivism rates during aftercare have been sparked by such concerns as _____________.

a. no right to treatment b. spiraling institutional costs c. increase in restitution cases d. None of the above.

Self Test

111

BCJ 210 Juvenile Justice

6. The major goal of parole is ____________.

a. protection of society through rehabilitation of offender b. protection of society only c. rehabilitation of offender only d. treatment of the offender

7. ____________ established minimum standards of due process for parole revocation.

a. Morrisey v. Baxter b. Morrissey v. Brewer c. Morrison v. Brewer d. Morrison v. Baxter

8. The basic legal issues with parole conditions may be summarized as ___________.

a. conditions affect basic constitutional freedoms b. conditions often automatically and indiscriminately applied c. conditions difficult to comply with d. All of the above.

9. It is the function of the ____________ to revoke a juvenile’s parole.

a. court b. police c. paroling authority d. probation officer

10. ____________ programs should be set up for proper counseling and direction for all categories of offenders.

a. Aftercare b. Probation c. IAP Model d. Treatment model

Answer Keys

112

Key Term Definitions

BCJ 210 Juvenile Justice

Juvenile parole: The conditional release of a juvenile from a correctional institution.

Aftercare: Aftercare and parole are interchangeable terms referring to the conditional release of a juvenile from a correctional institution.

Determinate sentence: A fixed length sentence that must be served within a correctional institution.

Good time law: Allows for the reduction of time to a sentence based on the person’s good conduct or good behavior.

Indeterminate sentence: A sentence having no minimum or maximum length; release is based on perceived rehabilitation of the individual person.

Conditions of parole: Requirements that the paroled juvenile not commit certain behaviors (e.g., new offenses), as well as conform to others (e.g., attend school) to prevent revocation.

Revocation of parole: The decision to revoke a juvenile’s parole.

Morrissey v. Brewer: U.S. Supreme Court case enhancing the rights of parolees.

Intensive Aftercare Program (IAP Model): Program emphasizing a highly structured and intensive supervision with follow-up services in the community.

Answers to Self Test

Answer Keys

113

BCJ 210 Juvenile Justice

1. a

2. c

3. b

4. c

5. b

6. a

7. b

8. d

9. c

10. a

Notes

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Objectives

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Instructions to Students

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Chapter Eleven Juvenile Victimization

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Discuss issues of juvenile victimization and address juvenile victims within the juvenile justice system.

2. Define, differentiate and provide the historical background of group home, foster home, adoption and alternative placement.

3. Describe the types of children served best by each of the placements.

4. Identify reasons for appropriate and inappropriate referrals to group homes.

5. Identify and describe characteristics generally found in a good foster home.

• Read pages 336-365 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

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The trend of making the community responsive to and responsible for the care and well-being of all of its citizens, including juveniles, which began to take hold in the early 1970s, continues today. As a result of the 1974 Juvenile Justice and Delinquency Prevention (JJDP) Act, communities are faced with the responsibility of dealing with their incorrigible and dependent juveniles (status offenders) regardless of whether they like it or are prepared to handle it. The Juvenile Justice Act requires the deinstitutionalization of status offenders. Congress amended the JJDP Act in 1977 to bring “nonoffenders” (e.g., dependent and neglected youths) under the deinstitutionalization of status offenses provision and to provide states with broader alternative placement for all juvenile clientele.

What should the juvenile justice system do with the troubled youths with whom it comes in contact, youths who often have nowhere to go except an institution? Avenues other than institutionalization must be explored. All elements of the juvenile justice system (the police, the probation officer, the judge, the parole officer, the institutional staff and other professionals) agree that youths should be kept out of institutions. But of course these children cannot simply be let loose in the community. There has to be other choices, alternatives that are both acceptable and promising or an institution may be the only choice left. If the home is simply not suitable for the return of the child, permanent alternatives must be sought. Chapter 11 discusses 3 of the more common alternatives to institutionalization of children. Under ideal conditions, any of these alternatives may be the right one for a child, depending upon his or her needs and the circumstances of the individual cases.

Key Terms

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The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

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Group homes:

Halfway house:

Foster care:

Parent-related problems:

Child-related problems:

Adoption:

Summary

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This chapter discusses juvenile victimization and three of the more common alternatives to the institutionalization of children. Under ideal conditions, any of these alternatives may be the right one for a child, depending on his or her needs and the circumstances of the individual case.

Ideally, the duration of foster care placement should be as short as possible. It is a temporary solution to the problems of a dysfunctional home, whether the dysfunction is parent or child related. Foster care is often used as an interim placement. Good foster homes may enable some youths to remain outside the institutional experience altogether. For others, it may speed their release by offering them someplace to go.

For the child who should be removed from the influence of adults in parental authority roles, the group home is often a better solution than foster care. Foster care is intended mainly for the child who needs the guidance and care of his or her parents but who cannot get that care from the present home situation.

Because it can provide a permanent, loving, caring home that offers the child a substitute family, adoption is actually more of a preventive measure than it is an alternative to institutionalization. By providing such a home to children who may otherwise end up drifting from one foster home to another, adoption helps prevent these children from being exposed to environmental conditions, lifestyles and experiences that often lead to crime or incorrigibility.

The foster child, however, is not quite as fortunate. For example, it is not uncommon to remove a child who has problems from a foster home when these problems appear to be settled and signs of progress are evident. The child then finds him or herself back in his or her own home where the problems often occur all over again. If this experience is repeated often enough, the child will soon learn that to succeed in a foster placement is a disadvantage. Such frustrating experiences for an already troubled young mind can only jeopardize the chances of the child having a healthy outlook about him or herself and society.

Self Test

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Multiple Choice Questions (Circle the correct answer)

1. ____________ is/are a relatively new development in the United States.

a. Group homes b. Foster care c. Halfway houses d. Adoption

2. ____________ is/are a small, community-based residential facility for group of youths for whom a community-living situation is desirable, but who need an alternative to natural home.

a. Group homes b. Foster care c. Halfway houses d. Adoption

3. ____________ is a family paid by state or local government to board a neglected, abused, or delinquent child.

a. Group homes b. Foster home c. Halfway houses d. Adoption

4. ___________ is the legal and social process of becoming a parent.

a. Group homes b. Foster care c. Halfway houses d. Adoption

5. Child-related problems include _____________.

a. Parent-child conflict b. Child-sibling conflict c. Emotional disturbance d. All of the above

6. Parent-related problems include _____________.

a. child abuse b. emotional disturbance c. treatment d. None of the above.

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7. Separation of child from its parents can become necessary for a wide range of reasons except _____________.

a. family problems b. emotional problems of children c. severe neglect or abuse d. physical condition of father

8. Good foster homes have which of the following characteristics?

a. Foster father is not part of the process. b. Foster parents have no children. c. Foster family well accepted in community. d. Foster parents do not work.

9. Modern adoption law has its beginnings in the _____________.

a. Roman Empire b. English Common Law c. U.S. Constitution d. Code of Hammurabi

10. One of the reasons people adopt is ______________.

a. financial b. inability to conceive c. wanting to rescue a child from a horrible life d. they do not want to be alone

Answer Keys

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Key Term Definitions

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Group homes: Alternative placement for juveniles as a means of easing the youth’s reentry to the community.

Halfway house: One type of group home; the term halfway has a negative connotation, but the focus remains on easing delinquent reentry.

Foster care: Any kind of full-time substitute care for children outside their own home by people other than their parents.

Parent-related problems: Specific reasons associated with the parents (e.g., parental rejection, child abuse) that might place a child in foster care.

Child-related problems: Specific reasons associated with children (e.g., mental handicap, delinquent behavior) that might place a child in foster care.

Adoption: The social and legal process for becoming a parent.

Answers to Self Test

Answer Keys

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1. a

2. a

3. b

4. d

5. d

6. a

7. d

8. c

9. a

10. b

Notes

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Objectives

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Instructions to Students

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Chapter Twelve Juvenile Gangs

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Identify the nature and extent of the gang problem.

2. Determine the definition and attributes of gang structure.

3. Identify the attributes of gang member recruits.

4. Consider methods of gang entry.

5. Identify the attributes of Gang Suppression programs.

6. Distinguish racial and ethnic differences in gang structure and attributes.

• Read pages 366-401 of your textbook

• Reference: Juvenile Justice Today, 1st edition, 2012, by Gennaro F. Vito and Julie C. Kunselman

Overview

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Gangs have traditionally attracted a great deal of attention throughout the juvenile justice system. They are viewed as a major cause of delinquency, crime and violence. Youths are more likely to engage in delinquent behavior when they are members of a gang, compared to the periods before and after gang membership. While they are gang members, juveniles are more likely to engage in violent behavior, property crime, drug sales and substance use.

It is important for local governments to recognize the existence of gangs—the precursor to formulating strategies to address the problem. Strategies to control gang growth must be tailored to address potential gang members as well as current and past gang members. Prevention, intervention and suppression should be directed toward the appropriate audiences. General prevention strategies can target the general population. Increased prevention strategies with personal contact can be directed to those individuals who exhibit increased risk factors for gang membership.

Key Terms

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The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

BCJ 210 Juvenile Justice

G.R.E.A.T.:

Selection model:

Socialization model:

Enhancement model:

Operation Ceasefire and the Pulling Levers strategy:

Risk factors:

Summary

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Individuals who possess multiple risk factors may be the best candidates for the more intensive prevention programs. High risk factors include living in areas with easy access to illicit drugs, association with delinquent peers and with other gang members, living in areas with high rates of single parent households, residing in a broken home and being a male between the ages of 10 and 14. Research findings in this chapter concluded that early influences of antisocial behavior in childhood, as well as early initiation of violence and marijuana use, were predictors of future adolescent gang entry.

When a community has many children residing in single parent households or the community has many households with working parents, the children are left with a reduced number of people to monitor their activities. These communities may benefit by offering supervised after-school activities which can prevent children from engaging in delinquent behavior when adults are not around. The effectiveness of the supervisor is a very important factor. An adult supervisor who has little interest in the activities of the children will not monitor them effectively. Therefore, a dedicated person must be chosen for this responsibility.

Better communication among the residents of a community can foster closer relationships among the residents which may lead to increased interest in the welfare of one’s neighbors. Community groups and tenant associations can provide the avenue for communication between residents and encourage the sense of ownership in one’s neighborhood.

Intervention programs target those individuals who are currently members of gangs. A youth’s mere membership in a gang does not necessarily result in criminality. However, the odds are that it will since gangs are organized around delinquent and criminal conduct. Programs which offer vocational training and job opportunities may be directed toward this group in order to provide this target audience with referrals to conventional institutions and guidance to join the mainstream society.

Suppression programs are used to combat persistent gangs and gang members. By targeting the hardcore gang members, a strong message is sent to the gang. Close cooperation between police agencies, prosecutors, courts, probation officers and community agencies and leaders increases the effectiveness of suppression efforts.

Self Test

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Multiple Choice Questions (Circle the correct answer)

1. Compared to males, female gang members ___________.

a. are more violent b. are more likely to use drugs c. have experienced multiple family problems d. are less prone to delinquency

2. African American gangs are typically ___________.

a. less violent b. formed in response to economic difficulties c. involved in car jacking d. None of the above.

3. Research on Asian gangs reveals that they are ____________.

a. less violent b. more violent c. less prone to delinquency d. not interested in the drug trade

4. The _________ model explains that delinquent and antisocial adolescents will seek to associate with others who are also delinquent and antisocial thereby forming delinquent groups and gangs.

a. Selection b. Enhancement c. Socialization d. Contagion

5. This model suggests that delinquent youths are recruited by gangs with similar delinquent tendencies.

a. selection b. enhancement c. socialization d. contagion

Self Test

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6. This model suggests that antisocial and delinquent behavior is developed through one’s association with other antisocial youths.

a. selection b. enhancement c. socialization d. contagion

7. Gang membership ____________.

a. fails to provide protection against violent victimization b. leads to enhanced self-esteem c. provides stability d. grants wealth

8. Integrating community based groups, residents, law enforcement, probation officers and youth workers many of whom were former gang members is an example of which of the following OJJDP Comprehensive Gang Model.

a. community mobilization b. social intervention c. provision of opportunities d. suppression

9. This element of the OJJDP Comprehensive Gang Model attempted to control gang behavior through police surveillance, arrests, probation and incarceration.

a. community mobilization b. social intervention c. provision of opportunities d. suppression

10. The gang suppression element of the Boston Gun Project was known as ____________.

a. operation ceasefire b. curfew c. the “pulling levers” strategy d. drug testing

Answer Keys

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Key Term Definitions

BCJ 210 Juvenile Justice

G.R.E.A.T.: The Gang Resistance Education and Training (G.R.E.A.T.) program is a school based gang prevention program targeting middle school students. It was introduced in 1991 in a joint effort between the Phoenix Police Department and the Bureau of Alcohol, Tobacco and Firearms. The program has since been expanded and is currently offered across the country. G.R.E.A.T. removes gang attractiveness by introducing children to the negative aspects of gang membership and providing them with skills to resist pressure to enter gangs.

Selection model: The selection model explains that delinquent and antisocial adolescents will seek to associate with others who are also delinquent and antisocial thereby forming delinquent groups and gangs—“birds of a feather flocking together.” The implication is gangs do not cause delinquency; members bring high offending profiles with them and are in fact recruited for this reason.

Socialization model: The gang attracts adolescents not because of their tendency to be delinquent. Rather, the gang lures adolescents seeking a source to acquire self-esteem, power or protection. Once indoctrinated into the gang, the youth’s level of delinquency increases due to the socialization effects. This suggests that antisocial and delinquent behavior is developed through one’s association with other antisocial youths. A youth’s rate of delinquency would therefore be higher while a gang member than it would be before entering and after leaving the gang.

Enhancement model: This model suggests that delinquent youths are recruited by gangs with similar delinquent tendencies. Socialization processes within the gang promote further antisocial behavior and criminal acts among its members.

Operation Ceasefire and the Pulling Levers strategy: The Boston Gun Project was a problem-oriented policing initiative expressly aimed at reducing homicides among juveniles in Boston. It was based on the “pulling levers” deterrence strategy which focused criminal justice attention on a small number of chronically offending, gang-involved youths responsible for much of Boston’s youth homicide problem. Suppression tactics were designed to deter chronic offenders by serving warrants, enforcing probation restrictions, and using the Federal courts for prosecution. The aim was to increase the cost of doing violence through these measures.

Risk factors: Demographic characteristics (e.g., involvement in violent behavior prior to age 15 years) that identify juveniles “at risk” for offending.

Answers to Self Test

Answer Keys

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BCJ 210 Juvenile Justice

1. c

2. b

3. b

4. a

5. b

6. c

7. a

8. a

9. d

10. a

Notes

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Unit 4 Examination Instructions

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The Unit Examination

The unit examination contains 25 multiple choice questions, as well as a writing assignment.

Your grade on the examination will be determined by the percentage of correct answers. The university utilizes the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

4 grade points 3 grade points 2 grade points 1 grade point 0 grade points

Completing Unit Four Examination

Additional detailed information on completing the examination, writing standards and how to submit your completed examination may be found in the syllabus for this course.

BCJ 210 Juvenile Justice

Unit 4 Examination

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Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. Traditionally, juveniles have demonstrated high recidivism rates on ____________.

a. vacation b. parole c. school break d. None of the above.

2. Who is responsible for recommending discharge of a juvenile?

a. the juvenile’s parole officer b. society c. the judge d. None of the above.

3. ___________ dealt with standard practices regarding parole revocation.

a. Morrisey v. Baxter b. Morrissey v. Brewer c. Morrison v. Brewer d. Morrison v. Baxter

4. The basic legal issues with parole conditions may include all of the following EXCEPT:

a. conditions affect basic constitutional freedoms b. conditions often automatically and indiscriminately applied c. conditions difficult to comply with d. All of the above are basic legal issues with parole conditions

5. ___________ is generally administered on a statewide basis by the agency that is responsible for providing institutional services.

a. Parole b. Inmate c. Probation d. Status offense

6. Aftercare services include ___________.

a. court efforts of classification b. assist punishment of juvenile c. assist youth in community reentry d. assist court in classifying juvenile

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7. Policy considerations that should be evaluated prior to granting parole include ____________.

a. cost of juveniles to stay in institution b. need for additional punishment c. behavior in institution d. cost to treat juveniles

8. One of the basic functions of aftercare is _____________.

a. classifying offender for court b. increase in further delinquent acts c. rehabilitation and reintegration of juvenile in community d. assist in further punishment of juvenile

9. The long-range goal of parole is to ____________.

a. assist parolees in coping with problems when released b. assist development of juvenile’s ability to be independent and make correct choices c. protect society from juveniles d. None of the above.

10. Primitive tribes were known to have used the practice of ____________ to settle quarrels with one another.

a. adoption b. common law c. hierarch d. None of the above.

11. Problems in adoption law include ____________.

a. immediate placement b. single home placements c. support from natural parents d. multiple home placements

12. One of the sets of laws that have left many children unadopted are _____________.

a. laws that preserve rights of natural parents b. laws that do not pay people who foster children c. laws that do not give rights to birth parents d. None of the above.

Unit 4 Examination

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13. ____________ has been shown to be a major factor in forming a child’s ego.

a. Good education b. An unstable family background c. A stable and secure home environment d. High socioeconomic status

14. ____________ is/are meant to be a place where adequate peer relationships can be formed.

a. Group homes b. Foster care c. Halfway houses d. Adoption

15. The research from the Developmental Victimization Survey determined all of the following EXCEPT:

a. physical assaults, bullying and teasing. b. sexual victimization. c. child maltreatment. d. lack of demographic differences.

16. Child-related problems include all EXCEPT:

a. parent-child conflict. b. child-sibling conflict. c. emotional disturbance. d. emotional handicap.

17. Parent-related problems include all EXCEPT:

a. treatment. b. parental rejection. c. child neglect. d. child abuse.

18. Which model merges the selection and socialization models?

a. selection b. enhancement c. socialization d. contagion

Unit 4 Examination

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BCJ 210 Juvenile Justice

19. This model assumes that gang joiners’ offending profiles are similar to other youths’ ____________.

a. selection b. enhancement c. socialization d. contagion

20. It has been cited that gang migration ___________.

a. is a major problem b. leads to enhanced self-esteem c. provides stability d. grants wealth

21. Features of female gang members include all but which of the following?

a. more likely to have witnessed physical violence in their homes b. often sees the gang as a refuge from victimization c. less prone to delinquency d. have experienced multiple family problems

22. Effects of social disorganization and economic marginalization on African American gangs include all but which of the following?

a. unemployment b. car jacking c. drug use d. decreased the control of community institutions

23. This element of the OJJDP Comprehensive Gang Model included development and implementation of policies and procedures that result in the most effective use of available and potential sources within and across agencies to better address the gang problem.

a. community mobilization b. social intervention c. provision of opportunities d. organizational change and development

24. The gang suppression element of the Boston Gun Project was known as _____________.

a. the “pulling levers” strategy b. curfew c. Operation Ceasefire d. drug testing

Unit 4 Examination

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25. Research on Asian gangs reveal that they believe ____________.

a. that they would not need to work b. society treated them unjustly c. they are less prone to delinquency d. None of the above.

Unit 4 Examination

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Writing Assignment for Unit Four

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Undergraduate courses: 350 - 500 words or 1 - 2 pages. Graduate courses: 500 - 750 words or 2 - 3 pages. Doctoral courses: 750 - 1000 words or 4 - 5 pages.

Plagiarism

Please answer ONE of the following:

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion). Do not use bullet-points.

1. List and explain the goals and purposes of juvenile parole.

2. Compare and contrast group homes, foster care and adoption.

3. What are the key risk factors for gang involvement? How do they differ for males and females?

You Can Do It

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Congratulations! You have completed Unit 4.

Now let’s sharpen our pencils for the Final Exam.

We are confident you will do well.

Final Examination Instructions

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About the Final Examination

After you have successfully completed all of the unit examinations and writing assignments, it will be time for you to take the final examination.

The final examination will be provided by student services only after you have completed all four unit examinations and submitted all four writing assignments.

Scheduling a Final Examination

Final examination requests can be submitted via U.S. mail, online through the Coast Connection student portal, or by calling the Testing Department at (714) 547-9625.

A final exam scheduling form is located on the last page of this study guide. Please fill out ALL required fields and mail it to the university.

Final exams will only be sent if you have completed all four unit examinations and submitted all four writing assignments.

Submitting Your Final Examination

Final Examinations can be submitted by mail, fax or online through the Coast Connection student portal.

After you have completed your exam, you or your proctor can fax it to the Grading Department at (714) 547-1451 or mail it to the university. When faxing exams, please do not resize your fax.

Final Exam Scheduling Form

CJ 210 Juvenile Justice

The university requires all final examinations to be completed under the supervision of a proctor. Please provide information on your designated proctor. ALL information must be filled in; otherwise, your request will not be processed.

Date _____________________________ Student I.D. ______________________________________________

Student Name ________________________________________________________________________________

Address ______________________________________________________________________________________

City __________________________________________________ State _________________________________

Zip Code ________________ Country ____________________________________________________________

E-Mail Address _______________________________________________________________________________

Daytime Telephone _____________________________ Evening Telephone _____________________________

Course Information:

Course Number ___________ Course Title _______________________________________________________

Please send the Final Examination to:

Proctor’s Name _______________________________________________________________________________

Proctor’s Relationship to Student ________________________________________________________________

Street Address _______________________________________________________________________

City ______________________________ State _________________ Zip Code __________________________

Country __________________________________ Email Address ___________________________

Daytime Telephone _________________________ Evening Telephone _________________________________

Student’s Signature ________________________________________________________________________

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