CJ 250 Final Study Guide PDF

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Great for CJ Majors! Along with those who are taking Professor Mesinas!...

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CJ 250: Juvenile Justice Spring 2019 CJ Final Study Guide Please consult the class schedule for the date of the final exam. All students must be present for the exam (NO EXCEPTIONS). The exam will consist of multiple-choice questions, short answer, and essay questions. The final will be worth a total of 100 points (about 50 questions). Please bring a pen or pencil. Below is a list of items to assist you in preparing for the exam. *This list should not be used in lieu of your class notes. Rather, this guide is intended to help guide you as you study for the midterm exam. However, it is also a non-exhaustive list. Anything reviewed and discussed in class is fair game. Please adjust accordingly. Foundational Course Material The final is NOT cumulative in nature. However, information discussed in the second have of the class requires a basic understanding of information discussed in the first half of the semester. While the final will not contain questions that directly addressing these topics, some questions may draw connections to the topics listed below. ● Theories of Juvenile Delinquency ● Philosophy of the Juvenile Justice System ● Language used in Juvenile Justice that might be different from the adult system Post Midterm Chapter Guides The Family & Delinquency; In preparation for the exam students should be able to: 1. Discuss the link between family and delinquency  family can be the building block of someone’s life  it can serve as the strongest socializing forces in a person’s life  bonding with parents can affect a child’s life b/c they develop morals that may shape their future  rejection from parents can cause children to become rebellious  families can teach children aggressive, antisocial, and violent behavior  if there is an absent parent in a child’s life, it can lead to delinquency due to not having that certain authority or just the thought of missing the other figure 2. · · · · · · ·

Identify the family factors most related to juvenile delinquency biology role models drugs drinking addiction depression anti-social

3. Recall the film “Minding the Gap” ○ What were the major themes of the film  Poverty  Drugs  Drinking  Skating  Regret

 fear ○ What family factors were present in the film?  Broken family  Absent  death  a baby  Abuse  Anti social ○ How did these factors impact each main character?  Addicted to drugs  Addicted to drinking  Becoming reckless  Anti social ○ How did the film present links between family and delinquency?  Family has a big impact on an individual  The girl’s life changed bc of her baby  Starting to realize how important family is  The above factors led them to become reckless  Start drinking  Turning to drugs Peers, Gangs, and Delinquency; In preparation for the exam students should be able to: 4. Discuss the level of influence that peers have on delinquency · peers have a huge influence on delinquency · peer pressure · role models · fitting in · Adolescent self-image is formed by perceptions of one’s place in the social world · Peer group relationships are closely tied to delinquent behavior 5. Connect theories of delinquency to peer influence · Social Learning Theory  is the view that people learn by observing others · Control Theory  Social control theory proposes that people's relationships, commitments, values, norms, and beliefs encourage them not to break the law. · Labelling Theory  the theory of how the self-identity and behavior of individuals may be determined or influenced by the terms used to describe or classify them. · Routine Activities Theory  a theory of criminology that for a crime to occur, three elements must be present: (1) a person motivated to commit the offense, (2) a vulnerable victim who is available, and. (3) insufficient protection to prevent the crime.  Rational Choice Theory  Juveniles have free will  Rational thinkers  choose to engage in delinquency  their actions will be beneficial

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Explain essential characteristics of a gang  Three or more members, age range: 12 to 24  Shared identity, typically linked to a name and often other symbols  Some permanence and a degree of organization  Involved in an elevated level of criminality  Malcolm Klein (Gang Expert)  - Members have self-recognition of their gang status and special vocabulary, clothing, signs, colors, graffiti, and names There is a commitment to criminal activity Types of Gangs · Social gang ·Some minor drug and alcohol use; focus on social activities · Party gangs · Focus on drug use and sales, but not other delinquent activities · Serious delinquent gangs · Focus on serious delinquent activity, but not drug dealing or use · Organized gang · Heavy involvement in serious delinquent behavior and violence 7. · · · ·

Describe social factors that contribute to the development of a gang Weak family controls Poverty Social disorganization Impoverished areas to meet youth needs of society

○ What were the issues highlighted in the film on gangs  Not forgetting themselves  Family  Socially accepted of each other  Turning their life around ○ What gang issues are discussed in the book, Punished  labeled  Categorized  Even though the boys didn’t actually commit a crime, but are judged on their surrounding  In danger Schools and Delinquency; In preparation for the exam students should be able to: 8. Describe the role that education plays over the life course Gang involvement is indirectly related to continued participation in street crime and to the probability of being arrested.. And directly related to stages of development and “turning point” opportunities 9. Discuss the connection between school and juvenile delinquency ● Explain and evaluate current issues that impact the safety of school - fighting, drugs/alcohol, bullying, mental health, school shootings ● Define and discuss contemporary practices of school discipline ○ Zero Tolerance Policies - requires school officials to hand down specific, consistent, and harsh punishment – usually suspension or expulsion

- intended to make schools safer places to learn ○ School to Prison Pipeline -Is the disproportionate tendency of minors and young adults from disadvantaged backgrounds to become incarcerated, because of increasingly harsh school and municipal policies

Delinquency Prevention; In preparation for the exam students should be able to: 10. Define delinquency prevention Refers to intervening in young people’s lives before they engage in delinquency 11. Explain the differences between delinquency prevention and delinquency control Delinquency control involves any justice program or policy designed to prevent the occurrence of future crime Delinquency Prevention involves any non-justice program or policy designed to prevent the occurrence of a future delinquent act Prevention doesn’t generally involve the juvenile justice system 12. Describe the public health approach to delinquency prevention 13. Describe the developmental approach to delinquency prevention developmental prevention involves the organized presentation of resources to individuals, families, schools, or communities, which helps prevent the later development of crime or other problems. 14. Discuss and define diversion programs A diversion program in the criminal justice system is a form of sentence in which the criminal offender joins a rehabilitation program, which will help remedy the behavior leading to the original arrest, and avoid conviction and a criminal record Restitution to victims of the offense.

Juvenile Justice Today; In preparation for the exam students should be able to: 15. Understand the language used in the Juvenile System  a young person who comes into contact with criminal law may have undetected severe language problems has wide implications for the juvenile justice system, particularly when fair trial principles are at stake, such as the right to remain silent, access to justice and the right to be heard. 16. Describe the role of discretion in the Juvenile Justice System  Although juvenile court judges have considerable discretion and authority over the outcome of juvenile cases, the preferences and actions of police, attorneys, court staff, and probation staff all can influence whether and how youth proceed through the system. 17. Define Disproportionate Minority Contact (DMC)  Disproportionate Minority Contact (DMC) refers to the disproportionate number of minority youth who come into contact with the juvenile justice system  Youths of color are more likely than their white peers to be arrested and referred to juvenile court. They are also more likely to go deeper into the system, resulting in a higher likelihood of secure detainments, confinement, and transfer to adult court. Minority youths are also less likely to be diverted away from court 18. Explain how cases are processed in the Juvenile Justice System  When a juvenile has been charged with a delinquent act, the legal process is significantly different from the process used for adults. The juvenile justice system works to treat and rehabilitate juvenile offenders. 19. Discuss the conflicting values of the Juvenile Justice System 20. Specifically, in regards to juvenile confinement and detention

Police Work with Juveniles; In preparation for the exam students should be able to: 21. Describe the key roles and responsibilities of police in responding to juvenile offenders  Gatekeepers → typically the first ones on the scene when there’s an issue, problem or when a crime has been committed  Approach juvenile crime differently  More leniency (depends on the crime committed)  Can arrest a suspect and then let them go  Refer the offender to a social service agency for help  Community policing 22. Identify the dual role of police who work with juveniles 23. Explain the concept of discretion  The power and ability to make decisions  In context of policing, discretion means that officers are given some leeway on which they can rely as they make choices that impact the people they are policing 24. Define and discuss the major policing strategies to prevent delinquency  extend beyond traditional models of responding to calls for service  often seek to increase crime prevention, intervention, and response effectiveness through techniques such as:  community outreach  efficient resource distribution  crime mapping  crime data collection  suspect location...