Please note that ALL of these answers belong to me, Melissa J. Hinton (ULM). If you choose to co y an!

aste my answers you"re lagiari#ing my wor$. %hese &'a are only to be use! for stu!ying an! for hel ing you to get i!eas on how to answer your &uestions. Again(!o not co y, because I will not be res onsible when your teacher fin!s out you co ie! my wor$.

)ha ter * Assignment 1) According to the text the most pressing facing American youth revolve around five issues. Briefly list and discuss these five issues. There are 5 main issues that put the youth at-risk for alcohol abuse promiscuity drug abuse and committing other dangerous acts. Poverty is an issue that causes more children to be at-risk for several of the factors above. !overty affects a child"s health long- and short-term achievements and #ell as behavioral problems. Health problems is also a concern. Those that do not see ade$uate health care have seen a drastic decrease in the lifespan as opposed to those of their parent"s generation. Family problems such as divorce also affect youth"s at-risk. %ue to the breaking up of the family these children may be placed in foster care. %elin$uency may increase if the child is closer to a parent that is forced to leave the home during and after a divorce. Substandard living conditions can
have a negative impact on a child"s long-term psychological health. &omeless children are sub'ected to drug addiction disease etc. Inadequate education is also a problem that youth"s face. %ue to children being forced to repeat a grade the chances of them dropping out because of this is high. Although less children drop out of high school no# versus thirty years ago there is still a high dropout rate for those in poorer minority groups.

() )ist and discuss the events that lead to the recognition of children"s rights as presented in the text. %uring the 1*th and 1+th centuries ,nglish developments helped to change children"s rights. Changes in the family structure influenced marriage and schooling. -nstead of being
marriage being based on parental consent and dominance it #as based on love. There #as more of a concern for the #ell-being of their children versus it being economically influenced. %uring 1. th century ,ngland scare tactics that teachers placed upon children #as replaced #ith nurture. Poor laws allo#ed poor and neglected children #ere placed in #ealthier homes as servants so that they could learn trades and domestic services. Because of this movement they #ere able to #ork as apprentices so that they could make more of their lives. The apprenticeship movement provided that various skills #ere endo#ed to these children. /oluntary apprentices #orked for a fee that their parents or guardians received. -nvoluntary apprentices served a master until they #ere (1 or

older. Chancery courts helped to protect property rights and they helped to seek reasonable solutions to conflicts. The authority of these courts extended to child #elfare cases #hich involved the custody of children. !arens patriae came into place in the courts and safeguarded children. The children #ere under protection of the king and the courts #ould decide #hether or not parents #ere deemed #orthy of taking care of their children. -f they #ere the child0ren) could be removed and become #ards of the state #ho #ould then look out for the child"s interests.

1) 2hat are status offenses3 &o# does the 'uvenile 'ustice system rationali4e its involvement #ith this type of offense3 A status offense is an action that is illegal only because the child is underage. ,x5 underage consumption of alcoholic beverages or underage tobacco use. There are separate status offense categories 0vary in each state)5 67hildren minors persons youths or 'uveniles in need up supervision.8 0p15) The purpose is to identify the specific root cause of their purpose for violating. -n a fe# states status offenses may be substituted #ith a delin$uency charge #hich carries a lesser punitive charge.

)ha ter + Assignment 1) -dentify and define the t#o categories of offenses compiled by the 9B- in the :niform 7rime ;eport. Part I offenses include homicides and non-negligent manslaughter forcible rape robbery aggravated assault burglary larceny arson and motor vehicle theft. 0p(1) All of the data is broke do#n by city county metro areas and geographical divisions. Part II offenses include all other criminal offenses such as vandalism li$uor la# violations drug trafficking forgery counterfeiting fraud stolen property #eapons violations gambling and drug abuse violations to name a fe#. The arrest areas are presented by age sex and race.

() Briefly discuss ho# the follo#ing correlates impact delin$uency5 gender race social class and age. !rovide examples #henever possible.

Age correlates #ith delin$uency because children that commit crimes are likely to commit crimes as teenagers as #ell as into adulthood. <ales are more likely to be more delin$uent over time versus females= except #hen it comes to cases of runa#ays during #hich females are more likely to be delin$uent. African Americans are more likely to be discriminated against in the 'ustice system therefore they"re more likely to be processed versus ,uropean Americans. And poorer social classes are more likely to commit crimes in order to achieve goals. !oorer social classes are also more likely to commit crimes forms of delin$uency such as gang violence.

1) -dentify the childhood risk factors for persistent delin$uency presented in your text and briefly discuss their policy implications. ,arly intervention of the delin$uent is key. Treatment #ould be based on #hatever place that the child needed help. ;ather than looking at one problem though all sides #ould need to be looked at. A child"s home life education vocation and potential psychological problems #ould need to be assessed in order to pinpoint the problem. After#ards the proper path could be taken in order to rehabilitate the delin$uent.

)ha ter , Assignment 1) 7ompare and contrast choice theory and routine activities theory. !rovide examples of each. ;outine activities theory is a vie# that means that the criminal actions are the norm. ;outine activities theory #ould be a motivated offender #ith lack of guardians and suitable targets. ,x5 An unemployed teenager breaks into an empty house that has no security system or deterrent and steals 'e#elry that is lying on a dresser. There"s not any rationali4ing the crime like there is #ith the contrast choice theory. An example of choice theory #ould be a person robbing another person in order to feed themselves. The goal 0eating) out#eighs the crime. -n both instances there are motivators but routine activates theory doesn"t necessarily mean there"s a goal in committing the crime except to commit the crime itself.

() 7ompare and contrast general deterrence and specific deterrence. -dentify the strengths and #eakness of this theoretical perspective on 'uvenile 'ustice policy.

>eneral deterrence is a #arning to criminals before they commit their crimes #hereas specific deterrence is putting someone in 'ail punishing them severely and hoping this #ill keep them from committing the crime again. By using both of these methods the hopes are to keep teenagers from committing crimes by letting them kno# if they commit an act 'ail or another sentence can follo#.

1) Briefly discuss ho# biochemical factors neurological dysfunction genetic influences are thought to impact delin$uency. !rovide examples. ?eurological dysfunction can lead to the inability to adapt socially and have learning disabilities such as A%&%. Biochemically speaking diet can have an ill effect on body chemistry and hormone levels. >irls that produce more testosterone in their teens may be more aggressive than their counterparts. >enetics can also play a role if the parents have inherited the same criminal tendencies as their parents.

)ha ter - Assignment 1) &irschi argues that the social bond a person maintains #ith society contains four main elements. )ist discuss and provide examples of these four elements. Attachment to parents peers and schools. ,x5 &aving friends getting along #ith parents being attentive and having a good school-life. Commitment to the pursuit of conventional activities such as getting an education and saving for the future. Involvement in conventional activities such as school sports and religion elief in values such as sensitivity to the rights of others and respect for the legal code

() -dentify the principles of restorative 'ustice. 2hat types of 'uvenile offenses are ideally handled using the restorative 'ustice approach3 Crime and delinquency are fundamentally a violation of people and interpersonal relationships! /ictims aren"t the only ones affected by the crime their family and friends are as #ell. "iolations create obligations and liabilities! The offenders are obligated to make things right #ith the person0s) that have been violated. #estorative $ustice see%s to heal and put right the wrongs! The victim of the crime needs to be the main concern of the 'ustice process. /ictims should be encouraged to actively participate in determining

their needs and their cases outcome. Any crimes #here the delin$uent can be ordered to pay restitution to the victim #ould be a proper use of the restorative 'ustice approach. 1) The text presents five critical factors believed to cause or affect delin$uent. -dentify and discuss each of these five factors.
Interpersonal interactions or social relationships with families, peers, schools, jobs, criminal justice agencies, etc., shape behavioral choices. Community ecological situations such as inner-city areas, impoverished areas, decay, fear and despair, leads to poor health and a higher risk of becoming a victim of a crime. In these particular areas the violent and criminal behaviors are associated with the exposure children get in these areas. Social changes such as changes in the way we trust our politicians and those in high power positions within the law, economic stress, and family disintegration cause an increase in crime. Socioeconomic status increases the crime rates in areas because of the lack of education and impoverished see themselves as needing to find a way out by means of committing crime for profits. Racial disparity is a huge problem because theres an increase in dropping out of high school if a person is African American or ispanic. !"#$ high school drop outs that are ispanic or African American have spent time in prison.

)ha ter . Assignment 1) 7ompare and contrast adolescent-limited offenders and life course persister offenders. !rovide an example of each. Adolescent-limited offenders and life course persister offenders are alike in that they both star criminal behaviors at as adolescents. &o#ever adolescent-limited offenders criminal behavior stops #hereas life course persister offenders commit crimes #ell into adulthood. An example of adolescent-limited offenses #ould be recreational drug use during the teen years. !ersister offenders #ould continue recreational drug use into adulthood.

() %escribe the problem behavior syndrome 0!B@) and identify the problem behaviors that have been found to cluster together presented in your text. !B@ is a cluster of antisocial behaviors that include family dysfunction substance abuse smoking promiscuity unemployment and delin$uency to name a fe#. Aoung children

#ho drink #ho are aggressive and have attention problems are more likely to be offenders during adolescence. Aouths #ho are detached from their parents and school and have antisocial friends are more likely to offend. Aouths from neighborhoods #here drugs are readily available are also more likely to offend. Buveniles #ith conduct disorder #ho have endured trauma and #ho suffer from a #ide array of psychological problems have high rates of suicidal tendencies. A%&% drug abuse familial and interpersonal difficulties and lo# intelligence can also be characteri4ed #ith problem behavior syndrome.

1) Briefly describe the general theory of crime. Be sure to discuss ho# this theory is supported and ho# it is critici4ed. 2hen delin$uents commit crimes such as robberies they see them as being instant gratification. They are thrill crimes. %elin$uency is rational and predictable 011.) and they are more likely to commit the crime if there is very little threat for their actions. >reater punishments can deter crimes. Those #ith lo# self-control are impulsive= therefore insensitive to their victims. According to >ottfredson and &irschi the root causes of delin$uency is in child rearing. 2ithout proper control of their children parents 0according to >ottfredson C &irschi) make their children #rongdoers. Circular reasoning& Personality disorder& 'cological(individual differences& #acial and gender differences& and People change and so does their level of self(control are all issues that have yet to be proven under the >T7.

)ha ter / Assignment

#% -dentify and discuss gender differences in development. Be sure to focus your ans#er on

sociali4ation cognitive and personality differences.

Social differences)Because males learn to value their independence in contrast to females learning their self-#orth they may experience a feeling of alienation in their adolescence. 9emales tend to hang onto relationships. 2hen their 0females) relationships end they lose interpersonal success and that makes them feel alienated. 9emales are sociali4ed to be less hostile than their male counterparts. As females reach maturity they #ill respond to provocation #ith anxiety #hereas males are encouraged to retaliate. 9emales are more likely to feel distressed over their male counterparts. Because of this females are more likely to experience depression anxiety and shame. 69emales are

sociali4ed to fear that anger #ill harm relationships= males are encouraged to react #ith 6moral outrage 8blaming others for their discomfort.88 0! 11D) Cognitive differencesE-t"s suggested that females are superior on visual-motor speed and language ability and males are more superior on mechanical and visual-spatial tasks. 9emales also learn to speak earlier and faster as a result of parents speaking to them more as infants= in their future life this #ill help her to deal #ith conflict #ithout resorting to violence. 9emales are more include to negotiate than males. Personality differencesEBoth females and males spend e$ual amounts of time talking putting to rest the stereotype that females are more talkative. 9emales are more interested in finding meaning in their lives versus engaging in competition for material success. As males get older confidence gro#s but in #omen it is lo#ered. This is in part because #omen are faced #ith the unrealistic high standards of #eight beauty etc.
&% 7ompare and contrast early biological and early psychological explanations of female

delin$uency.

,arly Biological explanations suggest that the more masculine #omen #ere the more likely they #ere to commit crimes. The 'ustice system is said to be less #illing to punish female offenders than male offenders.

9reud suggested that there #as a sense of penis envy #here #omen interpret the lack of a penis as a sign they"ve been punished and boys fear that they can be punished by having their penis cut off and they learn fear from #omen this #ay. 0Fn a side note5 - can see #hy so many of 9reud"s theories have been debunked.) <id-century theorists suggested that girls are socially passive therefore commit less crimes= ho#ever it does make them vulnerable to be manipulated by men. <ales express more aggressiveness and this is #here their criminal activity stems from but #omen"s criminal activity is linked to 6repressed sexuality gender conflict and abnormal sociali4ation.8 0p 11+)

'% 7ompare and contrast liberal and critical feminist vie#s on female delin$uency.

)iberal feminist vie#s suggest that females do not commit as many crimes because unlike men there aren"t as many opportunities to do so. &o#ever in both instances male and females commit crime for the same reason5 independence.

7ritical feminist vie#s suggest that there is an ine$uality among males and females and that society exploits #omen #ithin a male-controlled society. Because of this manipulation #omen are likely to lash out and commit delin$uent behavior. -t also suggests that #omen"s victimi4ation rates decline as they are 6empo#ered socially economically and legally.8 0p 1D5)

)ha ter 0 Assignment 1) -dentify and discuss the four categories of family dysfunction that promote delin$uent behavior.

Family brea%up)parents are divorced. @tudies suggest families #ithout a t#o biological parents are more susceptible to produce delin$uent children.

Family conflict)As the text suggests not all unhappy marriages end in divorce. This doesn"t al#ays mean the conflict goes a#ay. -nstead fighting 0physical verbal mental etc.) happens and the children are left #ith a sense of detachment.

Family neglectEchildren #ho are in homes #here physical abuse or physical punishment is implemented are far more likely to commit violent acts themselves. @tatistics sho# this happens more in 7aucasian families versus African American or )atino communities.

Family devianceE#hen parents commit crimes the children are likely to mirror their behaviors. 7hildren #hose parents #ho go to 'ail are more likely to be at risk for delin$uency versus their counterparts.

() %iscuss the extent of child abuse and its effects on children.

Any kind of abuse #ill have a profoundly negative impact on a child"s life. This negativity can cause teenage delin$uency adult delin$uency substance abuse a damaged personality depression obesity sexual promiscuity etc.

1) %iscuss the relationship bet#een abuse neglect and 'uvenile delin$uency.

All of the above can cause social and delin$uency problems 0social control theory) aggression and violence 0social learning theory) strain anger and aggression 0general strain theory) and depression psychosis etc. 0trait theory).

Abuse neglect and 'uvenile delin$uency can cause a long-term negative impact on children. Chapter 8 Assignment 1) Identify and discuss the four viewpoints on the impact of peer relations on delin(uency presented in the text.

#. )riendships are not as rewarding and fulfilling as adult relationships. Adolescents seek like-minded friends for criminal associations. &. *elin(uent friends cause otherwise law-abiding friends to get into trouble. +hen good kids fall in with bad crowds they are at risk for committing crimes. ,his will happen regardless of upbringing. -x. If a wealthy, well brought up, law-abiding adolescent hangs around a delin(uent, chances are the lawabiding adolescent will partake in the criminal activity. '. *eviant behavior may cease once the adolescent reaches adulthood and becomes married, has a family, career, etc. IF the dynamic of the relationship between the friends has changed, or theyve ceased being friends all together. /. 0ecause trouble children are less likely to have any friendships with 1normal2 children of their own age, and because they lack the developmental skills to pursue 1normal2 relationships with friends, they will most likely seek out other delin(uent peers.

() 3ompare and contrast Africa American, ispanic, Asian, and Anglo gangs. #. ispanic gang members a. 4ake up 5$6 of all gang members in the 7.8. 9 b. :ang members are mercilessly loyal. c. Initiation tests include committing crimes in order to prove themselves. i. 4ust prove their machismo ;masculinity% d. ave a fixed leadership hierarchy.

e. <nown for their distinct dress codes. f. Also mark off territory with graffiti. i. 7se '-dimensional styles &. African American gang members a. 4ake up ''6 of all gang members in the 7.8. 9 b. =outh gangs first established in the early #>&$s. i. #>'$s the rising number of rival gangs produced inner-city warfare. c. )irst African American gang called the 0oo?ies@ ran the inner city until the #>'$s. d. 0y the #>A$s 3rips were dominating. e. )re(uently use nicknames. i. -x. 1Bittle /52 may be used by someone whose favorite weapon is a large handgun. f. ,attooing, colored scarves ;rags%, distinctive hairstyles, graffiti are all used for territorial purposes. '. -uropean American ;Anglo% a. 4ake up #$6 of all gang members in the 7.8. 9

b. *uring the #>5$s they competed with African American and gangs.

ispanic

c. ,oday are derivatives of the -nglish punk and skinhead movement of the #>A$s. i. 4ore prevalent in smaller towns ii. 7sually a product of lower-class families. iii. 7sually wear military clothes, iron-cross earrings, and mohawks. d. 0elieve that foreigners are taking their jobs. e. In todays society, these gang members are more often disaffected middle-class youths. i. Include 1punkers2, 1stoners2, 1goths2, etc. ii. 8ome are a part of occults. f. Cecent survey of appx. !,$$$ youths found that about &56 of youths who claimed to be gang members were -uropean American@ higher than the national surveys found earlier. /. Asian"Dther a. 4ake up A6 of all gang members in the 7.8.9 b. Erominent in Few =ork, Bos Angeles, 8an )rancisco, 8eattle. c. Tongs-Adult crime groups. d. 8omoan and Gietnamese gangs have operated on the +est 3oast. i. Gietnamese gangs formed for brotherhood ;ahns% for protection. e. Asian gangs do not share very many of the same attributes that other gangs do. i. Gictimi?e members of their own ethnic groups. ii. 4ore organi?ed iii. ave recogni?able leaders ouston, and

iv. 4ore secretive

v. Bess territorial vi. Bess openly visible f. 8tricter 1elders2 are in control of the younger gang members 9Fumbers vary from large cities to small cities 1) 3ompare and contrast the anthropological, the social disorgani?ation" sociocultural, anomie"alienation, the psychological, and the rational choice views of gang formation.

#. Anthropological view. a. 8tems from a biological need to be a part of a tribe just as their ancestors did. b. Cituals bridge the gap between puberty and adulthood. c. a?ing is a ritual that takes place to make sure that these potential members have the 1heart2 to have a position within the gang.

d. Earents in gangs often introduce their children into the gang lifestyle. &. 8ocial disorgani?ation"sociocultural view a. 4ajor cause for gang formation is due to the poor inner-city areas. b. :ives members 1status2. c. =ouths may have goals, but they seem unattainable. 8o, they resort to the gang lifestyle since its easier to meet their goals. '. Anomie"alienation view a. =ouths are encouraged to join during periods of social, economic, and cultural turmoil. ;p&$$% b. Appeal to those that feel alienated from their family and conventional society. /. Esychological view a. Impressionable youths with mental issues, problems, and deficits are often recruited by older members.

b. *elin(uency, violence, and drug abuse, dysfunctional family relations, educational deHcits, and involvement with deviant peers are often 1good2 candidates for becoming involved with gangs. 5. Cational choice view a. 3an be viewed as an 1employment decision2 b. A way to beat the system in terms of not working conventional jobs to earn money c. :irls may join for protection of the gang against other gangs or groups, and against exploitation. d. 8ome join to have fun. ,hey enjoy hanging out with others with the same lifestyle. )ha ter 1 Assignment 1) -dentify and discuss the educational trends and the problems facing the educational system in the :nited @tates today. Be sure to discuss ho# these impact delin$uency rates among adolescents. 2hen children are in disadvantaged households they"re less likely to graduate from high school. -nstead they are at a higher risk for delin$uency. ?ot enough money is being allocated to support our education system= this causes children in the :.@. to fall behind on core sub'ects such as reading science and maths in comparison to other countries. Because of the lack of funding teachers are not re$uired to obtain a ma'or for the sub'ect they are teaching. %ue to that as #ell as being in disadvantaged households and lack of educational resources children are more likely to be placed in special education classes or may be forced to repeat a grade.

() -dentify and discuss the three vie#s on the association bet#een school failure and delin$uency presented in the text. -t is thought that delin$uency is the cause of school failure #hen it"s generally the opposite. @chool failure leads to compensate. 9or instance #hen a 'uvenile cannot get a 'ob for one reason or another they #ill resort to other means of obtaining money and goods. Fften times that means committing illegal acts to do so. 9ailure in the school setting sets 'uveniles up for having lo#ered self-esteem #hich also leads to delin$uent behavior.

1) -dentify and discuss the five school-based prevention strategies presented in the text. CognitiveEimplementing programs that teach children about the correlation bet#een drug abuse and delin$uency. Affective)boosting self-esteem in students to ensure they can repel antisocial behavior. ehavioralEtrain students ho# to resist the types of peer pressure that they may be sub'ected to. 'nvironmentalEdeterring crime through locker searches employing la# enforcers and through other security measures. TherapeuticETreat youths #ho have already demonstrated problems through guidance counseling peer counseling etc.

)ha ter *2 Assignment #% 3ompare and contrast the findings of the most recent 4,) 8urvey and the Fational 8urvey on *rug 7se and ealth. *rug ;including tobacco% and alcohol use hit a peak in the late-A$s and declined to a low in #>>&. owever, the trend rose again hitting its peak in the late->$s. ,hose rates were still significantly lower than then A$s though. owever, prescription abuse is now much higher than illicit drugs, tobacco, and alcohol.

&% 0riefly discuss the association between drug use and delin(uency. 0e sure to provide examples.
Eoverty, peer pressure, family neglect, parental abuse of drugs, emotional problems, behavioral problems, and the perceived benefits of using narcotics and alcoholic beverages all correlate with delin(uency issues. 8tudies have shown that of the juvenile detainees are more likely to test positive for drugs. Df those that test positive, marijuana is the most prevalent drug found in their systems. owever, drug abuse doesnt mean delin(uent behavior will exist. =ouths tend to be delin(uent before drug abuse starts. Alcohol tends to be the gateway to marijuana and other drug abuse. =ouths that commit felonies are more likely to have committed a non-felonous act beforehand.

'% 3ompare and contrast the education, community, and treatment strategies in reducing teenage substance abuse.

-ducational programs such as Eroject AB-C, and *.A.C.-. teach children and adolescents to resist peer pressure, the effects of drug use, as well as offer counseling services to deter them from using or stop substance abuse. ,he 0oys and :irls 3lub keeps children active and gives them a place to escape when theyre experiencing abuse at home, in need of sociali?ing, medical care, etc. ,hese programs help children to steer away from abusing drugs and alcohol@ they teach them to be involved and proactive. 4ultisystemic treatment ;48,% helps to detoxify and rehabilitate those adolescents that are abusing drugs. +hen properly rehabbed, they will gain the coping skills that they will need so that they will not give in to peer pressure.

)ha ter ** Assignment /% *escribe the social, political, and economic events which led to the creation of the juvenile justice system. 0efore #I/# children were treated as adults when it came to the justice system. ,hey received the same kinds of sentences without any regard to their family life, upbringing, social status, mental capacity, etc. 0y #I/#, the concept of probation was implemented so that children were no longer subject to the harsh sentences that adults were subjected to. ,hat was, of course, only for those youths that committed petty crimes. As the country grew and became more populated, more youths were put at risk for being destitute. )ormal education was not the norm for poorer and mentally ill children. Instead they turned to the workforce, or to crime as a means of supporting themselves. As the poor population grew, they were viewed as a threat to the rest of the moral majority. Begislation was enacted so that these children would be taken care of. ,he courts could act on the childs behalf ;parens patriae% and be placed in homes thanks to the child saver movement. ,hese types of children were often sent to reform schools in order to learn a trade and receive some basic education. ,he 8ociety for the Erevention of 3ruelty to 3hildren was designed to protect children by placing them with other families. ,he society also encouraged the punishing of parents that neglected their children. 8eparate courts were implemented for juveniles as well.

5% Bist and discuss the similarities and differences between the juvenile and adult justice systems as presented in the text. Juveniles arent indicted for crimes, instead they have petitions filed against them. Eretrial juveniles are held in detention centers instead of jail.

A criminal trial is called a 1hearing2 in both adult and juvenile criminal cases.
Additional comparisons below.

'.% *escribe the juvenile justice process as presented in the text.

Eolice will investigate the juveniles incident and decide whether to release them or commit them to juvenile court. ,his will often be based on the number of offenses the juvenile has committed in the past, nature of the offense, etc. If the police decides to file a petition for a detention hearing and the child may remain in shelter care until their hearing or they may be released.

As stated in the text, in most jurisdictions the adjudication process begins with some sort of hearing. Dften times this is the time that plea bargaining happens. If a juvenile doesnt plead guilty, the courts will determine if theres enough evidence to sustain the claims in a petition ;adjudicatory hearing% and the trial will be scheduled. 4ore serious crimes may be sent to adult court.

,he ;scheduled trial% adjudication trial begins and once all evidence has been seen a judgment is made against the juvenile. And if the child delin(uent is guilty, the court must decide what action to take. A two-stage decision ;bifurcated process% during which the different levels of evidence is heard, helps the judge to decide what kind of sentence to give. A wide range of sentences ;dispositions% will be arranged based on the youths prior record, his or her family background, and the offense.

,he treatment ranges from institutional obligation to probation. Erobation is most often used, unless the offense is severe. A youth may also be paroled from an institution and placed under the supervision of a parole officer. ,hey will also receive assistance from the ED in the form of counseling, school referral, and vocational training. ,his is a legal right that all juveniles are given by the appellate courts.

)ha ter *+ Assignment 1) 6<ost studies conclude that nine variables are important in the police discretionary process. -dentify and discuss these nine variables. a. The attitude of the complainant b. The type and seriousness of the offense c. The race sex and age of the offender d. The attitude of the offender

e. The offender"s prior contacts #ith the police f. The perceived #illingness of the parents to assist in solving the problem 0in the case of a child) g. The setting or location in #hich the incident occurs h. 2hether the offender denies the actions or insists on a court hearing 0in the case of a child) i. The likelihood that a child can be served by an agency in the community G-n any of the variables if the complainant is non-compliant 0by fighting or displaying any negative demeanor) #ith the officer an arrest or further reprimand #ill likely result.G

() 7ompare and contrast community policing and problem-oriented policing. 7ommunity policing engages citi4ens and community-based organi4ations but it doesn"t focus on problems #ith underlying issues. 2hen citi4ens can trust the police they"re able to carry out their duties more effectively. 7ooperation is encouraged by the police in community policing. -nteraction #ithin the community is highly encouraged. 2ork in partnership #ith other city agencies to promote education prevention and intervention programs related to handguns and their safety. %evelop community-based programs focused on youth handgun violence. %evelop programs involving and assisting families in addressing youth handgun problems. 0p1H1)

!roblem-oriented policing focuses on problem underlying criminal incidents= often engage community and other 'uvenile 'ustice agencies. 9our-step model5 1. Scanning involves identifying a speciIc crime problem through various data sources 0for example victim surveys .11 calls). (. Analysis involves carrying out an in-depth analysis of the crime problem and its underlying causes. 1. #esponse brings together the police and other partners to develop and implement a response to the problem based on the results produced in the analysis stage. D. Assessment is the stage in #hich the response to the problem is evaluated.

:nlike #ith community policing problem-oriented policing often involve close alliances #ith the community.

1) -dentify and discuss the three police methods of investigation and control presented in the text. a. Arrest procedureE!robable cause must be established in order to make an arrest. -f a misdemeanor has occurred the officer must be #itness to the crime. 9or a felony arrest the officer only needs to have probable cause to make the apprehension. The 'uvenile may either be taken into custody or placed in detention depending on the crime the 'uvenile"s demeanor etc. b. @earch and sei4ureEthe same basic rules that apply to adults apply to 'uveniles. c. 7ustodial interrogationE#hile 'uveniles have the same rights as adults to refuse to ans#er $uestions during an interrogation they #ill still be asked $uestions. -t is their decision to ans#er or not but this is only done after they are advised of their <iranda rights.

)ha ter *, Assignment 1) 7ompare and contrast the roles of the 'uvenile defense attorney the guardian ad litem public defender the 'uvenile prosecutor and the 'uvenile court 'udge. a. Buvenile defense attorney i. ;epresents the 'uvenile in their court case. They #ill help in deciding #hether or not there is enough evidence to file a formal petition. -f there is the 'uvenile defense attorney #ill be there for the 'uvenile #hen it comes to hearings bail and informal ad'ustments of the case. -f none occur the attorney represents the child at the hearing presenting evidence and cross-examining #itnesses. The defense attorney"s position is very important as it comes to making alternative plans for the 'uvenile"s care. The 'uvenile defense attorney #ill also represent the 'uvenile if appeals occur along #ith any probation revocation proceedings and to generally protect the child"s right to treatment. b. >uardian ad litem

i. This is a court appointed attorney that seeks out the best interests of the child as it pertains to their #elfare. Ad litems can be appointed #hen there is abuse neglect and dependency issues #ithin the home. c. !ublic defender i. A public defender is one that is under a contract to represent indigent defendants. d. Buvenile prosecutor i. >overnment attorney responsible for seeking the best interests of the state and brining the case and producing the evidence against the 'uvenile. e. Buvenile court 'udge i. Budge that presides over 'uvenile cases. The 'uvenile court 'udge"s decisions can only be revie#ed by a 'udge of a higher court.

() All states allo# 'uveniles to be tried as adults in criminal courts in one of three #ays. -dentify and discuss these three #ays. a. Concurrent $urisdictionEprosecutor has the discretion of filling charges for certain offenses in either 'uvenile or criminal court 015 states and %7) b. Statutory e*clusion policiesEcertain offenses are automatically excluded from 'uvenile court. 7an be minor and serious offenses ranging from traffic violations to murder. Accounts for the largest number of 'uveniles tried as adults. 0(. states) c. +udicial waiverEremoval of 'uvenile cases to criminal court a hearing is held before the 'uvenile court 'udge. &eJshe #ill decide #hether 'urisdiction should be #aved and the case transferred to criminal court. 0D5 states and %7 offer provisions for 'uvenile #aivers)

1) -dentify and discuss the :.@. @upreme 7ourt cases that relate to the death penalty for 'uveniles.
a. #oper v! Simmons 0(HH5)E:.@. @upreme 7ourt ended the practice of the death penalty for 'uveniles in the :.@. At the time 1K C 1* yr. olds #ere eligible for the death penalty. And (1 states permitted the death penalty for 'uveniles. There #ere *( 'uvenile offenders on death ro# at the time. The ruling #as based on the +th Amendment"s ban on cruel and unusual punishment.

b. Thompson v! ,%lahoma 01.++)E:.@. @upreme 7ourt banned the execution of persons under the age of 1K but left open the age #hich execution should be appropriate. c. -il%ins v! .issouri 01.+.)= Stanford v! /entuc%y 01.+.)E;uled that states #ere free to impose the death penalty for murderers #ho committed their crimes after they reached the age of 1K or 1*.

)ha ter *- Assignment 1) -dentify and discuss the seven core values characteristic of restorative 'ustice. a. 7rime is an offense against human relationships. b. /ictims and the community are central to 'ustice processes. c. The Irst priority of 'ustice processes is to assist victims. d. The second priority of 'ustice processes is to restore the community to the degree possible. e. The offender has a personal responsibility to victims and to the community for crimes committed. f. The offender #ill develop improved competency and understanding as a result of the restorative 'ustice experience. g. @takeholders share responsibilities for restorative 'ustice through partnerships for action.

() 7ompare and contrast residential programs group homes foster care programs family group homes and rural programs. a. ;esidential programs i. ?onsecure ii. D categories 1. >roup homes a. ?on-secure b. !rovide counseling 'ob training education and family living

c. @taffed by a small number of $ualified persons d. &ouse 1(-15 youths. e. ?on institutional #hich helps build relationships #ith the staff f. ;eside in the home attend public schools and participate in community activities (. 9oster care programs a. !lacement #ith families #ho provide attention guidance and care. b. 9oster children often get the attention that they needed from their biological parents from foster 0surrogate) parents. c. Luality of the home depends on the foster parents. d. 2elfare departments generally handle placement of foster children e. <T97 program has helped to build problem solving for youths and family therapy for the biological or adoptive parents. i. Aouths less likely to be arrested upon completion of the <T97 program. 1. 9amily group homes a. 7ombination of foster care and group home b. ;un by a single family instead of a professional staff c. Aouths have an opportunity to learn to get along in a family-like situation D. ;ural programs a. @pecific recreational and #ork opportunities provided for 'uveniles in a rural setting such as a forestry camp a farm or a ranch b. !rograms usually handle from 1H-5H youths. c. !rogram does isolate 'uveniles and they #ill have to be reintegrated. i. ;eintegration made easier if the youth"s stay is short and family is allo#ed to visit. d. ,x5 Big Fak ;anch

1) The -ntensive Aftercare !rogram 0-A!) model begins by dra#ing attention to five basic principles #hich collectively establish a set of fundamental operation goals. )ist and discus these five basic principles. a. !reparing youth for progressively increased responsibility and freedom in the community i. &elping youths to be able to diffuse and cope #ith certain situations #ill help them to have control over any of the #eaknesses they had before the program. b. 9acilitating youth-community interaction and involvement i. !ositive reinforcement helps to decrease any potential or past criminal associations that the youths may have had. c. 2orking #ith both the offender and targeted community support systems 0families peers schools employers) on $ualities needed for constructive interaction and the youths" successful community ad'ustment i. The bonds help the youths to be maintain bonds d. %eveloping ne# resources and supports #here needed i. !ositive development of future relationships and bonds neutrali4es past negative relationships. e. <onitoring and testing the youths and the community on their ability to deal #ith each other productively. These basic goals are then translated into practice #hich incorporates individual case planning #ith a family and community perspective. i. -n doing this individuals #ill be able to nurture and develop their pro-social skills needed for ne# relationships and activities.