Soc 4444 Exam 3

Community Schools work to create five conditions

(1) core instructional curriculum; (2) motivated, engaged youth; (3) services to address youth and families' physical, emotional and mental health needs; (4) respect and collaboration between school and families; and (5) community engagement that connects youth to the community.

Reauthorization and Strengthening of the Federal Juvenile Justice Delinquency and Prevention Act (JJDPA)

-"Disproportionate minority contact (DMC)" is a core component of the JJDPA. This means that states must address racial and ethnic disparities at each stage of their juvenile justice systems through collecting data to identify the extent of these disparities; assessing the contributing causes; developing and implementing intervention strategies; and then evaluating and monitoring the effectiveness of their chosen strategy. Unfortunately, few jurisdictions have been able to reduce racial and ethnic disparities in their systems. Below are recommendations for reforms to the JJDPA to help jurisdictions to reduce -Strengthening the JJDPA's Requirements on Racial and Ethnic Disparities:establish coordinating bodies to oversee efforts to reduce disparities; identify key decision points in the system and the criteria by which decisions are made; create systems to collect local data at every point of contact youth have with the juvenile justice system (disaggregated by descriptors such as race, ethnicity, and offense) to identify where disparities exist and the causes of those disparities; develop and implement plans to address disparities that include measurable objectives for change; publicly report findings; and evaluate progress toward reducing disparities.

Interrogations of juvenile suspects

-A decision to protect juveniles from making incriminating Fifth Amendment-type statements was handed down by the U.S. Supreme Court in 1979 in the case of Fare v. Michael C. Michael C. was a juvenile charged with murder. During a preliminary interrogation, Michael C. was alone with police officers and detectives. Neither an attorney nor his parents were present. Michael C. asked to see his probation officer. However, the interrogating detectives denied this request, because a probation officer is not an attorney and cannot be permitted to function as a defense counsel under these circumstances. -The Court considered Michael C.'s case and determined that Michael C. had, indeed, made an intelligent, understanding, and voluntary waiver of his rights. The standard devised by the U.S. Supreme Court was the totality of circumstances test, which was essentially a standard they had adopted earlier in a criminal case involving an adult offender. Thus, the Court said that juvenile rights waivers should not be based on one sole characteristic or procedure but, rather, on all of the relevant circumstances of the case. Undoubtedly, this decision had led many states to enact statutes that specifically render inadmissible any statements juveniles might make to police in the absence of parental guidance or consent. -In 2011, however, in J.D.B. v. North Carolina (2011), the U.S. Supreme Court ruled that police and courts should consider a youth's age in determining whether or not the youth is in custody for interrogation purposes and therefore entitled to Miranda warnings. The case from North Carolina involved a 13-year-old boy who was a special education student who was questioned by police in a conference room in his school for burglaries that occurred in his neighborhood. The interrogation was conducted with school officials present, but J.D.B.'s parents were not contacted. -The Supreme Court's opinion was written by Justice Sonia Sotomayor who wrote in part "To hold, as the State requests, that a child's age is never relevant to whether a suspect has been taken in custody—and thus to ignore the very real differences between children and adults—would be to deny children the full scope of the procedural safeguards that Miranda guarantees to adults" (J.D.B. v. North Carolina, 2011, p. 18). -Historically, once photographs and fingerprints had been taken, they were destroyed as soon as possible following their use by police. If such records still exist in police department files after juveniles have reached the age of their majority, these juveniles may seek a court order to have their records expunged or sealed through expungement orders. Expunging one's juvenile record, sometimes known as sealing records of juveniles, is a means of preserving and ensuring confidentiality of information that might otherwise be harmful to adults if disclosed to others, such as employers. -Theoretically, sealing of records is intended as a rehabilitative device, although not all juvenile justice professionals believe that sealing one's records and enforcing the confidentiality about one's juvenile past through expungement are always beneficial to the general public. Most states have increased the number of years that a youth must wait before his/her juvenile record can be sealed or expunged. Thus, one's juvenile record may not be expunged for several years after the person has become an adult.

Unconditional Probation

-A form of release without special restrictions or requirements -No formal controls are used to monitor the probationer's behavior. -Offender has freedom of movement within their communities with periodic reports by phone or mail. -This type of probation aids the probation officers large caseload (often over 100).

School to Prison Pipeline

-A system of laws, policies, and practices that pushed students out of school and into the juvenile and criminal systems. -Policies and practices that are directly and indirectly pushing students out of school and on a pathway to prison -An over-reliance on school suspension to manage behavior -A willingness to view adolescent misbehavior as criminal activity -Suspension and the path to prison: Students are more likely to be retained. Students are pushed out of school. Students are less likely to graduate. Students are more likely to get arrested or referred to the juvenile delinquency.

Pg 244-245

-Abuse and Oppression -Other community programs -Boot Camps

Improving Data Collection

-Accurate measurements of the race and ethnicity of youth at each decision point of the juvenile justice system are essential to determining where there are barriers to equitable treatment of youth in the system, what the extent of the disparity may be, and which racial and ethnic groups are impacted. -By rigorous analysis of system policies and practices that are contributing to the inequitable treatment of youth of color, you can determine the factors that contribute to the disproportionality, and decide how to address any disparities. -Continuing to collect data over time allows you to analyze changes and determine if disparity reduction strategies are successful

Pg 224-225

-Adjudication hearing -Disposition hearing

Juvenile Aftercare

-Also known as parole -Conditional, supervised release from incarceration -Provides support services for transitioning youth back into the community -Aftercare youth tend to have fewer job prospects, limited academic success, insufficient family support systems, and return to distressed neighborhoods -To reward youth for good behavior -To alleviate overcrowding -To reintegrate youth back into their communities -To deter youth from future offending by ensuring their continued supervision

Pg 218-219

-Are SRO's school officials or police officials -School Safety versus privacy rights

Pg 228-229

-Are juveniles different from adults

Intake proceedings

-Are not open to the public. -Involve few participants. -Are informal. -Are not guided by specific rules and regulations

Pg 258-259

-Balanced and Restorative Approach -Intermediate sanctions in juvenile corrections -Intensive probation supervision -Day reporting centers

Rehabilitation

-Based upon the need to treat criminal offenders -Society has failed the youth offender - therefore the justice system is obligated to help and not simply punish -Youth offenders can be reformed

Pg 232 -233

-Blended sentencing; An alternative to transfer -Juvenile records

Pg 292-293

-Cities in Schools programs -School actions effectiveness study -Project PATHE

Community Service Programs

-Community service programs offer a structured experience for students during long-term suspensions. -The programs often incorporate community service experiences, skills training, counseling, mentoring, parental involvement, and reflection. -Community service programs were expanded in 2002 when Congress appropriated funding for the Community Service Program Initiative to serve students suspended or expelled from school. -With its federal money, the N.C. Department of Public Instruction offered grants to fund activities that used community volunteers to provide instruction, support, and deterrence from delinquency for suspended and expelled students. -These programs also offered structure, safe environments, and non-academic learning opportunities for excluded students.

Community-school Partnerships

-Community-school partnerships, such as community schools, and the organization Communities in Schools, http://www.communitiesinschools.org/, allow schools to provide a broad range of behavioral, health, and family support to help students' improve their success. -Schools and community partners work together to combine resources to support children in a holistic learning experience that helps ensure positive academic and non-academic outcomes. -The schools form the hub of the community, connecting students with needed resources and support. -Schools that have pursued these partnerships have been successful in increasing family engagement and improving student learning, attendance, behavior and development.

Creating Connections between adults and students

-Connections through human relationships is a central component of a culture of safety and respect. -This connection is the critical emotional glue among students, and between students and adults charged with meeting students' educational, social, emotional, and safety needs. -In a climate of safety, students have a positive connection to at least one adult in authority. -Each student feels that there is an adult to whom he or she can turn for support and advice if things get tough, and with whom that student can share his or her concerns openly and without fear of shame or reprisal. -Schools in which students feel able to talk to teachers, deans, secretaries, coaches, custodians, counselors, nurses, school safety officers, bus drivers, principals, and other staff support communication between students and adults about concerns and problems. -Schools that emphasize personal contact and connection between school officials and students will take steps to identify and work with students who have few perceptible connections to the school. -Faculty members focus on establishing relationships with those students who are perceived to have fewer connections to the school.

Equity/ Restitution

-Convicted criminals should pay back: (1) Their victims (2) Justice system costs (3) Society for the disruption they caused. -Repayment to society and the victims by the offender

Pg 272-273

-Crime Control versus Crime prevention -Defining Crime prevention -Desired outcomes for school based programs

Crime Control

-Crime control refers to methods taken to reduce crime in a society. -Penology often focuses on the use of criminal penalties as a means of deterring people from committing crimes and temporarily or permanently incapacitating those who have already committed crimes from re-offending. -Crime Control is reactive

Police Roles and Responsibilities

-Crime fighting is a small part of overall police activities -Significant portion of officer's time is spent handling: (1) Minor disturbances (2) Calls for service (3) Administrative duties. -The police role is both varied and complex

Incapacitation

-Delinquents will not be able to repeat their criminal acts while they are under state control -The evidence supporting or negating incapacitation is mixed

Demand Waivers

-Demand waiver actions are requests or motions filed by juveniles and their attorneys to have their cases transferred from juvenile court to criminal courts. -Allows the juvenile access to jury trials

Pg 242-243

-Detention Centers -Correctional Institutions for juveniles -Training school Programs

Goals of Punishment

-Deterrence -Incapacitation -Retribution/ Just desert -Rehabilitation -Equity/Restitution

Direct File

-Direct file involves the prosecutor as having the sole authority to decide if a case is waived. -Prosecutors in states with direct file power are said to have concurrent jurisdiction. -Concurrent jurisdiction is the power to file charges in either criminal or juvenile courts.

Pg 230-231

-Do juveniles transfers make a difference

Standard Probation

-Either a conditional or unconditional disposition that does not involve incarceration -Probation exemplifies the philosophy of early juvenile court. -Most offenders who are placed on probation are property offenders. -Use of probation has increased for person offenders, drug offenders, and public order offenders, while actually decreasing for property offenders.

Pg 260-261

-Electronic Monitoring and House Arrest -Restitution programs -Reexamining community correction models

Electronic Monitoring

-Electronic transmission devices used to ensure compliance with house arrest -Newer devices utilize GPS technology for tracking purposes -Lower costs, higher security -Overcrowding is reduced

The community policing era

-Emphasis on good police community relationships -Federal assistance to local and state agencies to fight the war on crime -Recruitment and promotion of women and minorities increased . -Concepts of community and problem oriented policing emerged. -Police unions grew -Governments faced fiscal constraints and forced budget cutbacks in policing -Riots and brutality claims led to an examination of traditional police practices and role.

Judicial Discretionary Waivers

-Empower the judge to use discretion in determining to waive the case or retain jurisdiction -Kent v. United States established criteria in evaluating the appropriateness of waiver -Seriousness and whether the protection of the community requires a waiver -Whether the offense was aggressive, violent, premeditated, or willful manner -Whether the offense was against persons or property -The merit of the prosecution's evidence and expectation of an indictment -Desirability of a trial -Maturity of the juvenile -Previous history of the juvenile -Protection of the public and likelihood of rehabilitation

Pg 282-283

-Enhanced methods of classroom instruction -Conflict management and resolution -Preventing bullying at school

Crime Prevention is Proactive and is designed to

-Examine crime trends -Analyze and work toward positive alternatives to community and neighborhood conditions -Educate and involve communities in crime prevention strategies -Create an atmosphere of zero tolerance toward crime and criminal activity

Day Reporting Centers

-Facilities that provide a single location for client reporting for supervision and treatment -Used as a 'step up' for higher risk probationers and a 'step down' for jail or prison inmates -Evaluations show success in reducing recidivism

Pg 248-249

-Federal Government Response to DMC

Pg 290-291

-Federal Government Role in Delinquency Prevention -School Based Prevention: Some model programs

Pg 220-221

-Fingerprinting, Photographing and Records

Halfway houses

-For juveniles, halfway houses operate as transitional residences. -They aid in juveniles in the successful reentry in the community after serving time in secure residential facilities.

Nonsecure confinement

-Foster homes -Shelter care -Group homes and halfway houses -Camps, ranches, experience programs and wilderness projects

Pg 296-297

-Gang resistance education and training

Pg 222-223

-History and development of the juvenile court -Juvenile court procedures -Court Intake Procedure

Foster homes

-If a juvenile's parents are determined to be unable to properly care for the youth, or abandon or orphan the youth, the youth can be placed temporarily in foster homes. (May not necessarily be law violators. Provide youth with a substitute family. In 2012, 400,000 youth were in foster care. ) -If a juvenile's parents are determined to be unable to properly care for the youth, or abandon or orphan the youth, the youth can be placed temporarily in foster homes.(Foster parents usually have been certified, and can be relatives of the youth.)

Actual Characteristics of Offenders Transferred

-In 1980s and 1990s, property offense cases were the most frequently waived cases. -In 2010, property offense cases represented 30 percent of the cases waived. -There has been an increase of younger youth being waived. Older youth are still waived more often. -Petitions for females has remained relatively the same (.3 and .4 percent of youth waived), but they are more likely to be waived over for drug offenses. -Black offenders are more likely to be waived for person offenses than white offenders. -In general, there has been a decline in juvenile cases that are waived and this might be the result of legislation to exclude certain offenders or offenses.

Fostering a School Culture of Respect

-In educational settings that support climates of safety, adults and students respect each other. -A safe school environment offers positive personal role models in its faculty. -A safe school environment provides a place for open discussion where diversity and differences are respected; communication between adults and students is encouraged and supported; and conflict is managed and mediated constructively. -Cultures and climates of safety support environments in which teachers and administrators pay attention to students' social and emotional needs as well as their academic needs. -Such environments emphasize "emotional intelligence," as well as the educational or intellectual pursuits of students. -Students experience a sense of emotional "fit" and respect within the school body, and may be less likely to engage in or be victimized by harmful behavior. -Cultures of safety create "shame free zones" in which daily teasing and bullying is not accepted as a normal part of the adolescent culture. -School environments characterized by bullying and meanness can lead to student isolation and fear. -School environments that turn a blind eye to bullying and teasing inhibit the work of school-learning and growth. -At worst, such environments allow behavior that fosters fear and fury that stunts the healthy development of the victims of that behavior, and may lead to psychological and physical violence.

Breaking the "Code of Silence"

-In many schools there is a pervasive sense among students and some adults that telling grownups that another student is in pain or may pose a threat violates an unwritten, but powerful, "code of silence." -A code of silence has the potentially damaging effect of forcing students to handle their pain and problems on their own, without the benefit of adult support. -These codes also suggest that a student should not bring any concerns that he or she may have about a peer's behavior to the attention of responsible adults. -Study findings indicate that silence may be dangerous in a school setting; potentially violent students do share their plans with other students. -In a climate of safety, students are willing to break the code of silence; students are more likely to turn to trusted adults for help in resolving problems; they are more willing to share their concerns about problems of peers without feeling that they are "snitching" or "ratting" on a buddy or friend. -As a result of responsible bystander behavior, serious problems come to adult attention earlier, before these problems lead to violence. -Information does not remain "secret" until it is too late. -In fact, it is considered good citizenship or even heroic to go to a teacher to share the fact that a fellow student is in trouble and may be contemplating a dangerous act.

Reducing Transfer of youth to Adult court

-In the 1990s, nearly every state responded to the spike in youth crime by passing legislation that made it easier to transfer or waive youth to adult court and try them as adults. An estimated 250,000 youth are now tried, sentenced, or incarcerated as adults each year. -While this is an issue of concern for all youth, numerous reports have shown that youth of color are over-represented in the populations transferred from juvenile to adult court. -According to recent data from the Office of Juvenile Justice and Delinquency Prevention (OJJDP) the overwhelming majority of youth in the adult system that are convicted in adult criminal court — 83 percent — are youth of color.

Blocking the school-to-prison pipeline

-In the past three decades, schools have become a major source of referrals to the juvenile justice system. -This phenomenon has come to be called the "school-to-prison pipeline," or the "schoolhouse-to-jailhouse track." Minor school disciplinary problems that used to be handled by school administrators are now frequently referred to law enforcement

Restoration Programs

-Inclusion of all parties involved in a criminal act -Intended result of the process is to repair injuries suffered by the victim, and the community, while ensuring reintegration of the offender

Juvenile Intake

-Intake is the first screening where important decisions are made. -Over one million juvenile cases are referred each year. -The intake process has become more formalized. -Intake is a screening process usually completed by juvenile probation officers. -It is the second major step in the juvenile justice process. -Police refer the largest number of delinquency cases to the juvenile court (Approximately 80%). -Intake usually occurs in the office of the intake officer. -Juvenile and the parents/guardians usually attend. -Attorney may attend as well. -Generally they are informal. -Intake officer gathers information and asks for a social history

Intensive Probation Supervision

-Involve small caseloads - (15-40 ) -Clients closely monitored -Goals: (1) Decarceration (2) Control (3) Reintegration -Effectiveness varies - failure rates appear to be high, but it works better for some clients than others -More successful for employed probationers than the underemployed or unemployed -More effective if combined with treatment modalities

Enhancing Cultural and Linguistic Competence

-It is often difficult for youth of all races and ethnicities to understand the juvenile justice system and communicate well with the adults working in the system due to their immature stage of development and youthful attitudes and perceptions which differ from those of adults. -However, cultural and language barriers can make the juvenile justice system even more complex for youth from different ethnic and racial backgrounds. -Good communication and cultural understanding are prerequisites to a fair, efficient, and effective justice system and can help to reduce the disproportionality of youth of color in the system.

Juvenile Detention Alternatives Initiatives

-JDAI were created to reduce the number of children who are detained. -More than 200 JDAI exist in 39 states, and they have been instrumental in helping address strategies and create equitable detention processes. -Short-term confinement facilities are designed to accommodate, on a temporary basis, for juveniles waiting adjudication, subsequent residential placement, or transfer to criminal court. -Long-term detention are periods of incarceration averaging 180 days.

Waiver and Reverse Waiver Hearings

-Judges have discretionary power in most jurisdictions, but youth are still entitled to a hearing to present their case against the waiver. -This is known as a waiver hearing, and are initiated through a waiver motion. -They are somewhat evidentiary, because a case must be made as to why the court should have jurisdiction. -In jurisdictions with direct file or statutory exclusions, juveniles can contest the waiver actions through a reverse waiver hearing and try and get the case sent back to juvenile court. -Similar to a preliminary hearing in adult criminal court -The judge ultimately decides on the matter

Type of waiver

-Judicial waivers give the juvenile court judge the authority to waive jurisdiction. -Most recognized method. Three types: Discretionary waivers, mandatory waivers, presumptive waivers.

Pg 268-269

-Juvenile Corrections and schools -Cooperation among community, corrections, and schools -Positive examples of school probation programs

Pg 252-253

-Juvenile Probation and Community Corrections -History of juvenile probation -Probation goals and objectives -The practice of probation

Pg 236-237

-Juvenile court charges -Abolish or rehabilitate the juvenile court

Judicial Mandatory Waivers

-Juvenile court judge must waive jurisdiction to the criminal court. -Judge only determines that there is enough evidence to substantiate the charges. -Usually based on the juveniles age and the seriousness of the offense

Judicial Presumptive Waivers

-Juvenile court judge still decides whether or not to waive the case to the criminal court, but the burden of proof is shifted from the state to the juvenile. -Juveniles must prove that they are capable of being rehabilitated. -Tend to be subjective -Extralegal factors can lead to a decision that is unfair or unequal.

Unfavorable Implications of Juvenile Court Adjudications

-Juvenile court judges have the authority to administer lengthy sentences of incarceration sentences; even for status offenders. -In most states, juvenile courts do not provide trials by jury. -Using discretion, judges may mitigate sanctions for various charges. -Juveniles don't have the same constitutional rights as in criminal courts.

Benefits of Juvenile Court Adjudications

-Juvenile court proceedings are civil. -Juveniles are less likely to be incarcerated. -Juvenile judges have more discretion. -Juvenile courts tend to be more lenient. -Juvenile court proceedings are civil. -Juveniles are less likely to be incarcerated. -Juvenile judges have more discretion. -Juvenile courts tend to be more lenient. -Public has greater tolerance for those that are processed through the juvenile system. -Historically, they have not maintained an information exchange with other jurisdictions. -Dispositions are restricted by statutory age limits

Juvenile Blends

-Juvenile-Exclusive Blend is a disposition by the juvenile court judge either to the juvenile correctional system or the adult correctional system, but not both. -Juvenile-Inclusive Blend involves a disposition that is both a juvenile correctional sanction and an adult correctional sanction. -Juvenile-Contiguous Blend is a disposition by a juvenile court judge that may extend beyond the jurisdictional age limit of the offender. (Once the youth reached the legal age, procedures may be invoked to transfer the care the adult jurisdiction.) -Criminal-Exclusive Blend represents a decision by a criminal court judge to impose either a juvenile court sanction or a criminal court sanction. -Criminal-Inclusive Blend is a decision by the criminal court judge to impose both a juvenile penalty and a criminal sentence simultaneously. (The latter criminal sentence can be suspended if the juvenile complies with the juvenile disposition) -Blended sentencing holds the offender accountable while providing treatment and intervention programming. -Blended sentences may be used when they are not warranted, and can result in "back door" to prison for those juveniles.

Implications of Criminal Court Processing

-Juveniles waived to criminal court get a full range of constitutional guarantees. (Right to a jury trial for offenses punishable by more than 6 months) -Aggravating and mitigating factors influence juries. -Juvenile court records are formal or informal statements concerning a juveniles prior delinquency status. -Sustained petitions are a finding that facts alleged in a petition are true.

What should be included in establishing a steering committee

-Key stakeholders in the juvenile justice system, such as the chief judge in the juvenile court, chief juvenile probation officer, senior prosecutor in the juvenile court, senior public defender, and police captain or lieutenant in charge of juvenile cases. It is important to include senior officials across juvenile justice agencies to help ensure that committee decisions are implemented and to promote the needed system cultural changes (such as staff attitudes, perceptions, and actions) that will help sustain reforms. -Community leaders, such as directors of community groups, civil rights organizations, child advocates, parent advocates, and others in the community who are concerned with racial and ethnic fairness. -Young people and family members of young people who are or have been in the system, to anchor the work to the population most affected. -Clergy and other members of faith groups. -Community service providers from the impacted communities -- such as providers of mentoring, counseling, and substance abuse treatment -- to help build a network of community resources that can serve youth and family needs in a culturally competent manner. -Representatives from schools, child welfare, and mental health systems. -Mentoring groups.

Factors that Influence Police Discretion

-Legal Factors: Discretion is inversely related to severity of offense -Environmental Factors: community expectations impact the amount of discretion expected -Departmental factors: Organizational policies, practices, customs, and supervision -Peer Factors -Situational Factors: Demeanor and behavior of the person encountered -Extralegal factors: the age, gender, income, or race and ethnicity of the person encountered.

Restitution

-Monetary restitution or community service restitution -Benefits the victim, the offender, and the community -Most restitution clients successfully complete and do not recidivate

Methods for restorative justice

-Negotiation -Mediation -Consensus building -Peacekeeping

Objective Threat Assessment

-Objective threat assessment is a process that allows school administrators to distinguish between students who make threats and students who are likely to carry out their threats. -Threat assessment also includes efforts to prevent threats from being carried out. Thus, carefully assessing student threats ensures that the educational environment is safe and that exclusion is used only in cases where it is truly appropriate. In a study of 600 schools that used threat assessment protocols, 15 percent fewer students received short-term suspensions and 25 percent fewer students received long-term suspensions. -The Youth Violence Project (http://curry.virginia.edu/research/labs/youth-violence-project) at the University of Virginia developed and field-tested a comprehensive set of threat assessment guidelines. At each participating school, the principal or associate principal led a threat assessment team, which included a school counselor, a school psychologist, and a School Resource Officer. -A trained threat assessment team follows a prescribed seven-step process whenever a threat is made. Initially, interviews of the accused, the person threatened, and any witnesses are conducted. From those, the principal categorizes the threat as either a "transient threat" or a "substantive threat." Transient threats are those determined not to post any continuing risk of danger. Students who have engaged in transient threats are required to apologize to those affected by the threat or take other actions to make amends. The student may also be disciplined if the threat was particularly disruptive. If a transient threat was sparked by an argument or conflict, the principal can involve other team members in helping to address or resolve the problem. -If a threat is a serious substantive threat, the team takes actions to protect potential victims by notifying them of the threat. The student who made the threat is cautioned about the consequences of carrying out the threat and his or her parents are contacted. -In very serious situations, the team takes immediate action to ensure that the threat is not carried out. The student is suspended from school pending a complete assessment of the threat and determination of the most appropriate school placement. The team conducts a more comprehensive safety evaluation that includes both a mental health and law enforcement component. Ultimately, the principal decides whether the student can return to school or should be placed in an alternative setting. If the student is permitted to return to school, a plan is developed including conditions that must be met and procedures that must be in place to monitor the student upon his or her return. -Threat assessment allows school authorities to respond to threats with flexibility. In the field test performed by the Virginia researchers, 70% of the threats were easily resolved as transient threats. -Under a zero tolerance policy, almost all of the students in the field test would have been suspended or expelled.

House Arrest

-Offender required to spend extended periods of time at home as an alternative to incarceration -Little standardization throughout U.S. -No definitive date indicating effectiveness

Concept of Restoration

-Offenders must accept accountability for their actions and responsibility for the harm their actions caused -Justice policy needs to repair the harm caused by crime and involve all parties that have suffered including the victim, the community, and the offender

Once an Adult/Always an Adult

-Once juveniles have been convicted in criminal court, they are henceforth considered adults. -In 2011, 34 states had the "once an adult/always an adult" provision.

Alternative Schools

-One philosophy guiding alternative education is based on the belief that the traditional system of education is broken and ineffective in meeting the diverse and rapidly changing needs of young people in today's society. However there are others who argue that problems tend to lie within the students, and view students as broken or different. This issue is exacerbated by the fact that professional educators have long been unable to identify the reasons why some children and youths fail to thrive in traditional classroom settings. More important, this continuum of attitudes towards the causes of school failure has led to contrasting approaches to working with at-risk youth.

Reducing Disparities with objective decision-making and tools

-One way to minimize individual or structural biases that contribute to racial and ethnic disparities is to adopt structured decision-making practices and tools to facilitate objective and consistent decision-making instead of subjective determinations. -Examples of these types of tools are detention risk assessment instruments, which can be used by probation officers in making detention recommendations; (risk/needs assessment instruments, which probation officers and courts use at disposition to determine levels of service youth need and to plan their treatment; and sanctions grids, which can help guide probation officers in determining responses to probation violations.) -Some of the key principles behind structured decision-making practices and tools are (Objectivity - the tool should facilitate decisions based on neutral and objective factors rather than the screener's subjective opinion about the youth. For example, two factors that appear on risk assessment instruments for detention include (a) the nature and severity of the youth's offense, and (b) his or her history of failure to appear for court. Uniformity - any criteria used should be applied equally to all youth. In order to achieve this, the criteria should be in a written format and be a part of a process that is standardized for all referrals. Risk-based - the criteria should measure specific risks posed by the youth. For a pre-trial detention determination, this would include the risks of reoffending prior to trial and of failure to appear in court.)

Waiver Decision Making

-Organizational and political factors can influence the use of transfers. -Automatic waivers occur automatically based on the juveniles age and the type of offense: Also known as a legislative waiver because it is mandated by legislative bodies. No discretion is afforded the judges or prosecutors.

General Conditions of Probation

-Payment of supervision fees, fines, and restitution. -Not possess or use controlled substances. -Remain in the state. -Maintain employment or attend school. -Not to change employment or residence without permission of the probation officer. -Consent to search. -Obey all laws. -Report any contact with law enforcement agencies. -Abide by the direction of the supervising officer.

Alternatives (Mediation)

-Peer mediation is a communication process in which the individuals with a problem work together, assisted by a neutral third party, to solve the problem. -Mediators facilitate discussion with disputants regarding solutions. -Disputants reach a mutual agreement -Mediators put student agreements in writing -Disputants sign the agreement -Most mediated disputes are settled .

Pg 204-205

-Police Roles and Responsibilities -Law enforcement -Order maintenance -Service function -Police discretion and police roles

Pg 210-211

-Police and Juvenile Offenders -Police juvenile relations -Police decision and use of discretion

Police Discretion

-Police are expected to exercise discretion -Additional Factors influence the use of discretion: (1)The nature of the crime (2) The relationship between the alleged criminal and victim (3) The relationship between the police and the criminal or victim (4) Race/ethnicity, age, gender, and class (5) Departmental policy

Pg 214-215

-Police diversion and status offenders -Alternatives to police arrest and custody

Police Officers in School

-Police presence in schools has been on the rise, especially in the last 15 years. -More types of incidents now require police notification -State and federal funding for cops in schools has expanded -Many zero tolerance policies have broadened the definition of weapon -School police officers: typically sworn police officers on the staff of a district -School resources officers: Typically sworn police of an outside agency assigned full-time to schools -Other security (non-police): School staff or private firm contract staff who do not have police powers -Most significant- the power to arrest, detain, interrogate, and issue citations.

Positive Behavior Intervention and Support

-Positive Behavior Intervention and Support (PBIS), used in many states, is a program based on proven behavioral change strategies. -Rooted in behavioral psychology, a positive behavior support approach was first used in special education classes and has since expanded into general education classrooms. -At its core, PBIS is a behavior management system that recognizes the function of misbehavior and develops interventions to discourage such misbehavior and encourage desired behavior. -A school-wide PBIS program puts the teaching of appropriate student behaviors on par with the teaching of academic subjects. -A plan typically is created and implemented by a team comprised of educators, community members, and family members who review the school's discipline policies and data to identify areas of concern. -The team then develops positive and support-focused interventions. Schools generally focus on a small number of behavioral expectations, such as "respect yourself, respect others, and respect property," "be safe, be responsible, be respectful," and "respect relationships and respect responsibilities." -After settling on the desired focus behaviors, team members ensure that staff buys into the expectations. Consistency across classrooms is important for effective implementation of PBIS. -The PBIS team also creates a matrix that enables tracking of the effects of behavioral expectations on school-wide discipline by documenting decreases in the rate of office referrals, suspensions, expulsions, as well as improvements in school climate and a decrease of administrative time spent on discipline

Five Issues are Critical to youth

-Privatization of juvenile corrections -Classification of juvenile offenders -Evidence-based practice -Juveniles held in adult jails or lockups -Juveniles in adult prisons

Pg 254-255

-Probation Officer Responsibilities -Intake -Investigation and Presdisposition report -Supervision and monitoring probation conditions

Pg 256-257

-Probation Officer Roles -Probation officer tole conflict

Juvenile Probation

-Probation is the most frequently used sanction by juvenile court judges. -Less than two thirds of all youth adjudicated delinquent are placed on probation annually. -All probation is conditional, but several conditions are standard.

Community Oriented Policing

-Problem solving is best done at the neighborhood level, not in some distant headquarters -Locally situated police working with residents are a good problem-solving team -Citizens must actively participate with police in fighting crime. Power must be shared with local groups to give way to a bottom up decision making process -The effective police officer will be one whose skills produce well managed communities. Therefore, training and recruitment efforts must be altered.

Professional Development and Support for Teachers

-Professional development for teachers can help improve academic instruction and reduce suspension through behavioral interventions. -As students become adolescents and move from elementary school to middle school, suspension rates dramatically increase. A wealth of research links effective classroom management with improved outcomes, suggesting that providing support and training for teachers could help reduce suspension rates. Because many behaviors that violate school rules are rooted in adolescent development, teachers working with middle and high school students may need specialized training in this area. -Large disparities in suspension rates for minorities and students with disabilities suggest that teacher training on multicultural sensitivity could positively affect the classroom environment and reduce misbehavior. -Two professional development programs developed at the Curry School of Advanced Study of Teaching and Learning at the University of Virginia have been shown to improve teacher effectiveness and improved student outcomes. The My Teacher Partner Program (MTP) relies on a web-mediated coaching cycle in which teachers reflect on interactions with students and meet one-on-one with coaches to develop an action plan to build on strengths and address challenges. -As a sustained program - distinguished from one-time workshops - MTP applies a focused and rigorous approach to teacher improvement. The program also offers a video library of best practices and a college course. -Aligned with MTP is the Classroom Assessment Scoring System (CLASS), an observational tool that defines and measures effective interactions in school classrooms. The tool both effectively measures teacher behaviors linked to student academic gains and offers teachers resources for strengthening the types of interactions that result in positive outcomes.

Why do property and Public Order Offenders Getting Transferred?

-Property offenders that are persistent in offending may get waiver (Chronic offenders are waived to "teach them a lesson") -Mandated transfers for those offenders who have exceeded some previously determined maximum juvenile court adjudications -The offender's attitude, demeanor, and degree of remorse impact the judicial decision to waive. -Ideology that drug offenses should be dealt with in the criminal courts -Different standards of what is considered serious or violent offenses -Research has found the juveniles that are transferred generally return to crime more quickly, commit more offenses, and commit more serious offenses than those handled in the juvenile court.

General Deterrence

-Punishing the offender convinces potential offenders not to commit crimes -The more certain and severe the punishment, the greater the deterrent effect

Pg 212-213

-Race as a factor in juvenile arrests

Community Collaboration and Engagement

-Racial and ethnic fairness is a complex issue that involves all aspects and members of the juvenile justice system, and impacts many members of the community. As such, experts in the field recommend comprehensive approaches that engage both juvenile justice professionals and local community members.

Substance Abuse Interventions

-Rather than using school suspension to address student substance abuse issues, some school districts offer substance abuse treatment. Without such an alternative, students typically face a "zero tolerance" response to possessing drugs at school or being under the influence of drugs or alcohol at school. -"Zero tolerance" policies typically result in long periods of exclusion from school. However, there is little evidence that they are effective. The pediatric and psychological communities recommend that drug and alcohol offenders be offered treatment rather than school suspension or expulsion. -Treatment rather than suspension can result in thousands of days spent in the classroom rather than at home. -The Substance Abuse Intervention/Family Strengthening (SAIFS) is one successful model. A six-week program for high school and middle school adolescents, it provides an alternative to suspension for drug-related infractions. Groups are highly structured and psychoeducational in nature. They are designed to provide an early intervention level of care, with students needing more extensive treatment referred to community programs. The content of the groups encourages students to analyze how their substance use may cause problems for themselves, their family, health, and education. -The six-week duration allows facilitators to assign homework, lead discussions between the student and his or her parent, and allows the student time to process and apply the information learned. -Several North Carolina counties are using substance abuse classes as an alternative to suspension. In Wake County, for example, students caught in violation of school drug and alcohol policies may be referred to the Alternative Counseling Education (ACE) program. The ACE program is a school board-approved alternative to long-term suspension for first-time infractions that do not involve the distribution or sale of substances. -Under the ACE program, the student receives a five-day suspension, instead of a long-term (11 days or longer) suspension, and must attend a 12-hour program offered by a provider approved by the Office of Student Due Process along with a parent or guardian. Durham Public Schools and Chatham County Schools are among other North Carolina districts that offer substance abuse counseling as an alternative to suspension.

Officer discretion

-Release without further action -Informal counseling to inform the youth of the consequences of his/her actions -Referral to parents or responsible adult -Informal counseling of parents or responsible adult -Limited nonsecure custody and warning at the police department. -Issuance of summons or complaint -Arrest under nonsecure custody -Arrest under secure custody

Pg 240-241

-Residential Programs and Institutional Corrections -History and development of juvenile corrections

Pg 264-265

-Restorative justice -Safety issues in community corrections -Effectiveness of juvenile corrections

Alternatives (Restorative Justice)

-Restorative justice is an approach to dealing with conflicts that is not punitive but emphasizes accountability and reconciliation of the offender with the larger community. -In schools, restorative justice can change discipline into a learning opportunity for students -Restorative justice in schools is linked to a much larger restorative justice movement in the country. -Critical assumptions of restorative justice: bed behavior is defined best as a violation of people, not law or rule. Offenders should be accountable not only to authorities but to those whom they have harmed. Victims and communities are given a direct role in seeking justice. Justice should balance the needs of victims, offenders, communities, and authorities.

Restorative Justice

-Restorative justice practices originate from a criminal justice technique in which people convicted of crimes are held accountable, in part, by facing the people who have been harmed by their actions. -In schools, these programs aim to hold students accountable and to change their behavior. Research shows that when implemented on a larger, school-wide scale, use of restorative justice techniques can decrease misbehavior and suspension rates. Furthermore, restorative justice practices can be used in many different situations and can be tweaked to fit the students involved or the behavior targeted. -There are many restorative justice techniques. The peer jury is among the most common. -In Davidson Middle School in San Rafael, California, school suspensions dropped from 300 in the 2009-10 school year to 27 in 2011-12 after implementation of a peer court and other restorative justice practices. -When Davidson students break the rules, they have a choice between suspension and being disciplined by their classmates. In peer court, students face a panel of five or six students who have been trained to listen and ask questions. Davidson Middle School also employs restorative circles, where students meet to repair their relationships after conflict. When a student returns to school after suspension, the school convenes a re-entry circle including the student and anyone else involved in the incident that led to suspension. -Restorative justice sometimes can be used as an alternative to suspension. In other cases, a child is referred to the restorative justice program upon his or her return to school after the suspension has already occurred. Because so many school-based offenses involve student conflict, hurt feelings and fear of retribution, restorative justice sessions often resolve many of the issues at hand. -Victims of the offense may benefit as well, finding healing in the expression of remorse by the offender. This can limit further animosity among those involved, reducing the likelihood of additional offenses

Restorative Justice

-Restoring the damage caused by crime -Creating a system of justice which includes all parties harmed by the criminal act -All crimes bring harm to the community -Coercive punishment is inherently harmful to offenders

Reverse Waiver

-Reverse Waiver is an action by the criminal court to transfer a direct file or statutory exclusion case from criminal court back to a juvenile court. -Can be initiated by the court or defense counsel -Often occur because a case was automatically waived to the adult system

Pg 280-281

-School Climate School Governance and discipline -Classroom management and instruction -Effective classroom management

Pg 250-251

-School Problems and Social Factors to DMC -From Deinstitutionalization to "get tough" policies

Pg 208-209

-School Resource Officers -Do SRO's Criminalize school discipline

Pg 284-285

-School based violence prevention programs

Pg 278-279

-School size and structure -Metal detectors, security cameras, and other physical security

Pg 234-235

-Sealing and expunging juvenile records -The end of the ultimate punishment -Juvenile court trends and reforms

Boot Camps

-Secure confinement is considered the last resort. -Boot camps (also known as Army Model) and shock incarceration -Short, highly structured, paramilitary correctional programs -Usually 90 to 180 days -Goals :To provide rehabilitation and reintegration. To inculcate discipline. To promote deterrence. To easy jail overcrowding. To provide vocational and educational services

Detention Centers

-Secure, short-term custodial public and local facilities for youth -In 2010, there were 705 detention centers. -Youth are held for shorter periods of time, but programming is still offered. -Detention facilities have increased for person, drug, and public order offenses. -Youth awaiting court appearances are also held in detention centers.

Effective alternative schools

-Self-contained classrooms -Magnet schools -Separate alternative schools -School within a school -Residential programs -Provide a caring atmosphere -Consider student needs greater than the school's needs -Empower students to guide their own learning -Offer a chance to start over

Issues in Juvenile Corrections

-Sexual assault in confinement requires attention. -1,720 youth reported being a victim of sexual assault by staff or other juveniles in 2010.

Increasing Diversion and Community-Based Alternatives

-Since disproportionate numbers of youth of color are securely detained or are confined after adjudication, expanding pathways out of the juvenile justice system can help to reduce the number youth of color that penetrate further into the juvenile justice system. By developing more diversion programs and community-based alternatives to incarceration, jurisdictions have been able to reduce the number of youth of color and disparities in their juvenile justice systems. -Note, however, that reducing disparities can be more difficult than reducing numbers. In some cases, while the number of all youth confined may decrease, the proportion of youth of color confined may stay the same or increase. -When developing alternative programs, it is particularly important to develop programs that are culturally and linguistically competent for the population being served if they are to be effective in helping youth of color and thereby reduce racial and ethnic disparities in the system.

Arrest of juveniles

-Since youth may be taken into custody for suspicious behavior or any other pretext, all types of juveniles may be detained temporarily at police headquarters or at a sheriff's station, department or fail. Suspected runaways truants, or curfew violators may be taken into custody for their own welfare or protection, not necessarily for the purpose of preventing subsequent offending -Except in unusual circumstances and where youth are especially violent and pose a danger to others or themselves, they will be released to the custody of their parents or guardians following a brief detention and booking. -In reviewing the issue of reasonable discretion when confronting youth, the following policy options, with the choice left to the discretion of the officer

Racial impact statements for juvenile justice legislation

-Some states are using "racial impact statements" as a tool to help ensure that their policies and practices do not exacerbate racial and ethnic disparities. Similar to fiscal or environmental impact statements, which many legislative bodies already prepare, racial impact statements provide, prior to legislators' deliberation of proposed legislation, a statistical analysis of the potential impact the legislation could have on racial and ethnic disparities in the justice system. -There are a variety of agencies in most states that have the expertise necessary to prepare racial impact statements, including the following: Sentencing commissions - the federal government, twenty-one states and the District of Columbia have sentencing commissions. These commissions generally develop, implement, and administer criminal sentencing guidelines, or are responsible for oversight of the guidelines used in the state courts. Some also conduct criminal justice research and do fiscal analyses on criminal justice bills, and others analyze the criminal code and propose reforms. Budget and fiscal agencies - most legislatures have a budget or fiscal agency staffed with analysts who routinely produce fiscal and other analyses of legislative initiatives. Departments of corrections and/or juvenile justice - many correctional and juvenile justice agencies have analytical tools they use to provide detailed forecasts of future prison populations, and may also have databases with racial and ethnic information that could be used to produce racial impact statements.

Age and Waivers

-Some states have no minimum age for which youth can not be waived to the adult system. -Some states have the minimum age set as low as 10, and some have the minimum transfer age at 15. -The get-tough era had many states lower the minimum age for transfers, and as crime decreased in the 2000s, states raised the ages.

Pg 206-207

-Special Police roles with juveniles -Police officers in schools -D.A.R.E.

Element of the school to prison pipeline

-Students more likely than others to be in the school-to-prison pipeline when: They start behind on social and academic skills due to limited enrichment from birth to age 5. Have continued poor academic achievement, often having been retained in at least one grade . Have been raised in a low-income, single-parent household. Have no or limited family history of post secondary education. -Race and ethnic disparities -Zero tolerance discipline and school suspension -Police in school -High stakes testing -Students with disabilities are three times more likely to be arrested before leaving high school than the general population -Students with emotional disabilities tend to be more impulsive, less able to problem-solve, and less able to manage emotions, resulting in aggressive or other disorderly behaviors.

School Based Diversion Initiative

-Targets school personnel responses to behavioral incidents -School by school, district by district -Accountability and evidence based strategies for positive outcomes among at risk youth -Broader context of school based mental health initiatives

The professional Model Era

-Technological Advancements (Telegraph boxes, motorcycles, and police cars) -Local, state and federal crime commissions -Public concern about police corruption led to reform efforts -Expert officers -Autonomous departments -No external political influence -Self-ruling departments -Administrative efficiency -Impartial, uniform enforcement of law

Disproportionate Minority Confinement

-The Juvenile Justice and Delinquency Prevention Act in 1988 required states receiving federal funding examine and reduce the Disproportionate Minority Contact (DMC) that exists in the juvenile justice system. -In 2010 Black youth represented 17 percent of the youth population, but represented 51 percent of youth arrested. -Debate: Minority youth are differentially involved in delinquent behavior, or the system selects and processes them differently.

Safe and Responsive Schools

-The Safe and Responsive Schools (SRS) Project assists schools in developing a comprehensive and preventive process for addressing school violence and improving student behavior. -The program, initially developed with funding from the U.S. Department of Education's Office of Special Programs, rests upon the premise that an instructional approach to school discipline is more effective than a punitive approach. -The SRS program focuses on students who require explicit instruction and structure to learn their school's expected behavioral practices. SRS also involves parents and community members and stresses comprehensive planning to design a program that is individualized for a particular school. Comprehensive SRS plans include three components. >First, programmatic prevention efforts, such as conflict resolution, help to establish a violence-free environment by equipping students with alternative ways to resolve problems. >Second, screening and assessment processes allow schools to identify at-risk students early and to provide them with support before their problems escalate into violence. >Third, schools develop and implement specific responses to disruptive behaviors. -To implement an SRS program, a school must engage in a strategic planning process. -This typically takes an entire school year with the programming going into effect the following year. -The strategic planning process begins with the formation of a team comprised of professionals, parents, and students. -The team gathers data on the strengths and needs of the school, then develops the mission of the project. With an eye on evidence-based best practices in violence prevention and intervention, the team develops a plan that best addresses the safety needs of the school.

Retribution/ Just Deserts

-The essential purpose of the justice process is to punish offenders-fairly and justly-in a manner that is proportionate to the gravity of their crimes -Sentence should be clear and certain

Six elements of professional policing

-The force should stay out of politics -Members should be well-trained, disciplined and tightly organized -Laws should be equally enforced -Forces should use new technology -Personnel procedures should be based on merit -The main task of policing is crime fighting

Diversion

-The goal of juvenile diversion programs is to respond to youths in ways that avoid formal juvenile justice processing -Diversion programs are based on the understanding that formal responses to youths who violate the law do not always protect the best interests of children or the community.

Residential Programs and Institutional Corrections

-The goals of juvenile corrections include deterrence, rehabilitation and reintegration, retribution or punishment, and incapacitation and control. -The importance of individual goals vary across jurisdictions. -Ultimate measure of success for residential or institutional treatment programs is prevent the offender from reoffending.

Police Functions

-The greatest number of police agencies in America are found at the municipal level and all share the same basic goals. (1)Law enforcement (2) Order maintenance (3) Community service.

History and Development of Juvenile Court

-The origins of United States juvenile justice system comes from England; in particular the 16th century. -In England, youthful offenders were under the jurisdiction of the King through political appointees known as chancellors -Chancellors made decisions about the youth according to what they believed was in the best interest of the child -This ideology took root in the United States. -Juvenile courts are a relatively recent American phenomenon -During the Middle Ages the English used the ancient Roman standard of the age of seven to separate those who were old enough to be accountable for their actions -This age of seven standard was applied under the English common law -In the United State the age of seven is also used as the minimum age for entering the juvenile justice system -During the 1700s in England no distinction was made regarding age or gender when punishments were administered -Those seven or older were given the same harsh punishments, including: Stocks and pillories, whipping posts, branding, ducking stools and other forms of corporal punishments. Banishment and transportation to British penal colonies.

Specific Deterrence

-The punishment is greater than the benefits -Deters that particular individual from committing a subsequent offense

Pg 216-217

-The special case of curfew laws -Police and juvenile's legal rights

Pg 274-275

-Theoretical Bases for school based delinquency prevention -Some directions for school crime prevention

Concerns about Placing Police in Schools

-There is a lack of evidence that stationing police in schools makes schools safer -Increased school policing may have negative impacts: expanded involvement in incidents that might better be handled other ways; criminalization of school discipline. -Districts do a poor job of monitoring the consequences and aftermath of police involvement -It is not just about arrests. Police engage in other activities, such as issuing summary citations, wich may have long-term consequences. -Insufficient oversight. Formal guidelines are lacking, especially when it comes to specific prohibitions on police involvement in specific types of incidents and restrictions on student searches. -SRO programs raise constitutional concerns: interrogations, searches without proper justification. These can result in the escalation of incidents.

Camps, Ranched, Experience Programs, and Wilderness Projects

-These programs are typically located in unique settings, and primarily deal with less serious offenders. -Usually for repeat offenders -Less costly than traditional institutional programs -Designed to improve a juvenile's self-worth, self-concept, pride and trust in others

Rationale for Transferring Juvenile Cases

-To have availability for harsher punishments. -To provide just deserts and foster fairness of proportionate punishments. -To hold offenders more accountable. -To promote general and specific deterrence to juveniles. -To induce remorse and acceptance of responsibility. -Expected Characteristics of Offenders Transferred -Juveniles who are transferred should be classified as: Chronic, Persistent, Violent, Crimes against person (rape, murder, robbery, and aggravated assault)

Family Engagement

-To help prevent formal juvenile justice system involvement as well as to keep youth from going deeper into the juvenile justice system, it is important for justice systems to partner with families in developing culturally and linguistically competent programs to help youth. -Unfortunately, many current juvenile justice practices exclude and alienate families

Transfers, Waivers, and Certification

-Transfers refer to changing the jurisdiction of juvenile offenders to another jurisdiction. -Transfers are also known as waivers. -Transfer hearings are the proceedings to determine whether juveniles should be certified as adults and transferred to criminal courts for more severe penalties. -Certifications are similar to waivers/transfers, but is a formal procedure whereby the state declares the juvenile to be an adult (1) In 2010 6,000 cases were transferred to the adult criminal court system. (2) All states have some type of mechanism in place to transfer juveniles to the adult system.

Blending Sentencing

-Type of sentencing procedure in which either a criminal or juvenile court judge can impose both juvenile and/or adult penalties -Provides the courts with greater ranges of dispositional/sentencing options -Waivers are not necessary in handing out blended sentences. -Blended sentencing options are usually based on age or a combination of age and offense

During Intake, Decisions involve

-Unconditionally release of the juvenile from the system. -Release to parents subsequent to a juvenile court appearance. -Released to a community-based services. -Temporary placement in a secure confinement subsequent to a juvenile court appearance. -Placement on informal probation. -Referral to prosecutor or judge for formal processing or waiver to the adult system.

School-Based Violence Prevention Programs

-Universal school-based programs to reduce or prevent violent behavior are delivered to all children in a given school or grade. They are used with children from pre-kindergarten through high school. -These programs can be designed to teach students about one or more of the following topics or skills intended to reduce aggressive or violent behavior: >Conflict resolution >Self-esteem >Emotional control >Social problem solving >Emotional self awareness >Team work >Positive social skills

Police Discretion

-Use of personal decision making and choice in carrying out operations in the criminal justice system -Critical aspect of professional responsibility is the personal discretion each officer has in carrying out daily activities -Discretion can involve selective enforcement of the law

Forfeiture

-Used in civil and criminal cases -Civil forfeiture can be done without probable cause or any proof of a crime -Racketeer Influenced and -Corrupt Organization Act (RICO) -Zero tolerance

Fines

-Used more often in lesser offenses or when financial profits were high -May discriminate against the poor who cannot pay -Many go uncollected -Day fines (Make the fine fit the offender's income)

Residential Community Corrections

-Usually non-secure buildings -Residents work and/or attend school during the day, return to the center at night -Used as pre-release center -Provide a structured environment for treatment

Juvenile Discretion and Intake

-Variations exist during the intake process, especially regarding the constitutional rights and due process guarantees extended to juveniles. -Intake officers utilize their powers of observations, expertise, and past experience. -Every case is different. -Forms and screening instruments (like standardized questionnaires) are used in making decisions. (1) Primarily Diagnostic; not predictive (2) Aid in determining appropriate interventions

Pg 288-289

-Vocational and Employment Programs -Relevance of education for life and work -School and business cooperation in education

Alternative Schools

-Well-designed and well-implemented alternative schools and in-school suspension programs can be productive alternatives to out-of-school suspension. -A careful approach with an eye toward meaningful behavioral reform can result in a significant reduction in recidivism. While assigning non-instructional personnel to oversee suspended students is unlikely to produce positive results, using certified teachers and trained behavior specialists to work with suspended students has been shown to be an effective tool. -Successful alternative schools are those with a full day of school, small student bodies, small classes, a student-centered atmosphere, alignment of curriculum and assessment, availability of special education services, training and support for teachers, and connections with multiple external agencies. -Effective alternative schools exist in a number of school districts in North Carolina and across the country. For example, the Alternative Education Center (AEC) in McDowell County, N.C., is a successful alternative school with many of the characteristics identified by experts as important. Serving middle and high school students, most of whom have been suspended long-term from regular public school and are involved in the juvenile justice system, AEC limits classes to a maximum of 12 students. -It offers a full day of school and all students have a Personal Education Plan that identifies academic needs. The school provides at-risk case management services, working to connect each student with community agencies.

Pg 246-247

-Wilderness camps -Disproportionate minority confinement

Four Major Concerns with Placing Juveniles in Adult Jails:

-Youth are subject to potential assault from other inmates or staff. -The facilities were not intended for youth confinement and don't offer juvenile services. -Youth are able to become more criminal. -The reality of being confined in a jail can adversely affect the youth.

Group homes

-are community-based facilities that can be publicly or privately administered. -Counselors or adult residents that act as parental figures for groups of 10 to 20. -Alternative to incarceration because they offer community-based placement, treatment, and supervision -are community-based facilities that can be publicly or privately administered. -No model or ideal group home exists. -Good group homes are structured.

Shelter Care

-are designed to hold children in a home-like environment on a short-term basis. -Can be in residential areas or houses in a neighborhood -Accommodate more children in the home than foster care homes =Can be for a few hours to a couple of weeks

Pg 294-295

-law related education -Drug awareness resistance education

Privatization

-refers to the establishment and operation of correctional services and institutions by nongovernmental interests. -Possible solution for overcrowding -Can be categorized as "for profit" or "not for profit" -51 percent of all juvenile facilities are operated by the private sector -Privatized institutions can work cooperatively with the public sector. -They may have a rapid turnover in staff due to lower pay and reduced benefits.

Creaming

-refers to the judicious selection of residents for programs. -Only accepting the best juvenile offenders into their programs.

Straight Adult Incarceration

-refers to youth in adult prisons where there is no special housing unit for them. -Juveniles are subject to regular incarceration. -In 2012, 1,300 juveniles under the age of 18 were in state prisons, and most are minorities. -This increases the rate of victimization against the youth

Split Sentence

10 % of probationers are now spending a portion of their sentence behind bars and the remainder in the community

Pg 286-287

Alternative schools

Shock Incarceration

Boot camps

Conditional Probation

Conditional probation involves the probationer being monitoring by probation officers with special conditions of probation.

Crime Prevention Redefined

Crime prevention is a pattern of attitudes and behaviors directed at reducing the threat of crime and enhancing the sense of safety and security, to positively influence the quality of life in our society, and to develop environments where crime cannot flourish.

Traditional Definition of Crime Prevention

Crime prevention is the anticipation, recognition, and appraisal of a crime risk and the initiation of some action to remove or reduce it.

Pg 226-227

Juvenile transfer to adult court

Pg 266-267

Limitations of juvenile corrections for delinquency prevention

Shock Probation

Offenders serve a short prison term before they begin probation

Chapter 11

Powerpoint Notes

Chapter 12

Powerpoint Notes

Chapter 9

Powerpoint Notes

Pg 262-263

Re-integrative shaming in community corrections

Pg 276-277

School Structure and Climate -Neighborhood crime

Special Conditions

Special conditions of probation are extra requirements written into a standard probation agreement -Individually tailored -Used classification systems and risk/needs assessments to individualize the conditions -The probation officer (PO) and judge use discretion in determining special conditions. -Treatment for drugs or alcohol -Individual or group therapy -Payment of restitution -Community service

Legislative Waiver

Statutory exclusion means that certain offenses are automatically excluded from the jurisdiction of juvenile courts by legislative enactment.

Booking, Fingerprinting, and Photographing Juvenile Suspects

Under the JJDPA of 1974, its subsequent revisions, and recommendations from the National Advisory Committee on Criminal Justice Standards and Goals (1976), significant restrictions were placed on law enforcement agencies concerning how juveniles should be processed and regarding the nature and types of records that may be maintained relating to such processing. Under the JJDPA of 1974, for instance, status offenders were separated from delinquent offenders through deinstitutionalization of status offenses (DSO). -According to the JJDPA, status offenders should not be taken to jails for temporary detention. Rather, they should be taken to social service agencies for less-formal dispositions. -Because most juveniles are under the jurisdiction of juvenile courts, which are extensions of civil authority, procedural safeguards for juveniles prescribe conduct for both police and jail officers in their dealings with juveniles. -For example, it is common practice for jail officers to photograph and fingerprint adult offenders. This is the basic booking procedure. However, juveniles are often processed differently at the point of booking. -Most jurisdictions have traditionally restricted photographing and fingerprinting juveniles to purposes related solely to their identification and eventual placement with parents or guardians. -Fingerprinting is also useful if property crimes have been committed and fingerprints have been left at crime scenes. In response to the increases in juvenile crime during the 1980s and 1990s, states did enact legislation mandating that juvenile offenders be photographed and fingerprinted