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Evolution of the juvenile justice system in the United States
Juvenile court's conclusion
Juvenile court system
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Nestled in the natural ridge that runs between Atlanta and Athens and in between South River and Hightower Trail lays the territory that comprises of DeKalb County (The DeKalb History Center). DeKalb County, also known, as the greenest county in America is located in Georgia. DeKalb County is the third largest county in the state with over 9 cities located inside of it parameters. According to US Census Bureau 691,893 people resided in the county based off of 2010. 23.9% were represented by individuals that were aged 18 and under (DeKalb Census Bureau). Over the years from 2000-2010, DeKalb County has seen a 3.9 percent increase in its population. Georgia has 159 counties. The DeKalb County Juvenile Court is located in the Gregory A. Adams Juvenile Justice Center at 4309 Memorial Drive in Decatur GA. The juvenile court was established in 1899 as an entity separate from the criminal court. As a separate court system of justice for young people, it focused on prevention and remediation of delinquent behavior (Lemov). The state of Georgia has a Dual Juvenile Justice Department: Independent and Dependent. Independent Court manages there own services and information system away from the Department of Juvenile Justice. Dependent Courts operates their own information system. The information that is collected is also entered into the Department of Juvenile Justice tracking system. There are 146 dependent courts and 13 independent courts (DJJ). DeKalb County is part of the independent courts. In the dependent courts, the staff is provided by the Department of Juvenile Services and as well handle the intake and/or probation. As for the independent courts like DeKalb, everything that a dependent court does is handling internally. DeKalb... ... middle of paper ... ... the Juvenile and Criminal Justice Systems. American Journal Of Criminal Law, 37(2), 221-240. Schwalbe, C. S., & Maschi, T. (2010). Patterns of Contact and Cooperation Between Juvenile Probation Officers and Parents of Youthful Offenders. Journal Of Offender Rehabilitation, 49(6), 398-416. doi:10.1080/10509674.2010.499055 Sherrets, S. (1977). A LEARNING THEORY VIEW OF REPEATED PROBATION AND NON- ACTION FOR OFFENSES BY JUVENILE OFFENDERS. Journal Of Clinical Child Psychology, 6(3), 101. Quinn, W. H., & van Dyke, D. J. (2004). A multiple family group intervention for first-time juvenile offenders: Comparisons with probation and dropouts on recidivism. Journal Of Community Psychology, 32(2), 177-200. The DeKalb History Center. DeKalb History. Retrieved September 28, 2011 from DeKalb History Center Web site: http://www.dekalbhistory.org/02_history/02.html
Hinton, W., Sheperis, C., & Sims, P. (2000). Family based approaches to juvenile delinquency. The Family Journal, 11(2), 167-173.
Group counseling is a viable new option emerging in the school setting. It can be effective and cost-effective for the schooling system by addressing a larger number of students and can be used to address a multitude of topics that children often face. One benefit of group counseling in the school setting is that it teaches children important socializing skills with their peers, as students often learn best from each other (Pérusse, 2009). It provides support, assists with emotional and problem-solving skills, and empowers children to be help each other as well as receive help from their peers (Thompson, 2012). The group setting may be perceived as less threatening, it helps bridge the gap in trust for children by providing a safe environment in which children can connect with others, and it allows for interactions that builds on social skills and the development of empathy for others (Thompson, 2012).
Eddy, J., C.R., M., Schiffmann, T., Newton, R., Olin, L., Leve, L., et al. (2008). Development of a multisystemic parent management training intervention for incarcerated parents, their children and families. Clinical Psychologist , 86-98.
Low self esteem, poor-decision making, dysfunctional families, poor communication skills, and associations with negative peer groups are all characteristics of delinquent youth (Journal, 1993). The Ohio Cooperative Extension Service Juvenile Diversion programs were designed to address these characteristics in juveniles. The family unit and peer association are the primary social influence on juvenile behavior and the Ohio Extension program focuses on educating families and placing juvenile offenders in programs with positive peer influences.
Greenwood, P., & Zimring, F. (1985). One more chance: The pursuit of promising intervention strategies for chronic juvenile offenders. (Research Report). Pittsburgh: Rand Corporation.
A career path which I am considering for my future is that of a substance abuse counselor. Substance abuse counselors provide assistance and therapy to clients wishing to stop their use and abuse of alcohol and drugs. I am considering this field because of my personal experience with substance abuse and a desire to help others towards recovery, as well. In order to further understand this occupation, an acquaintance who works in the field and who possesses a similar background agreed to meet with me to discuss her career.
Handling a young fragile mind can be difficult; but studies have shown therapeutic rehabilitation is key in not causing unrepairable damage. The majority of youth offenders has been exposed to harsh environments and rough upbringings. Years of exposure to violence and neglect can create a sort of brain-washing. It is imperative to focus on important aspects of life in order to transform the mind of the juveniles. An efficient method that involves keeping the juvenile in the community is referred to as multisystemic therapy. “Multisystemic therapy is an intensive therapy program which focuses on numerous aspects the delinquent’s life: family, school, social and other unique factors which may relate to the behavior” (May, Osmond, and Billick 298). When using the multisystemic approach juveniles decrease association with other delinquents, juvenile and adult. The therapeutic method gives an individual approach on focusing deeper on the root issues and helps the juvenile renew their minds and thought process. In the end, adopting multisystemic therapy decreases the likelihood of the youth continuing in a criminal
McNeil, S. N., Herschberger, J. K., & Nedela, M. N. (2013). Low-Income Families With Potential Adolescent Gang Involvement: A Structural Community Family Therapy Integration Model. American Journal Of Family Therapy, 41(2), 110-120. doi:10.1080/01926187.2011.649110
...(2004). Applying the principles of effective intervention to juvenile correctional programs. Corrections Today, 66(7), 26-29. Retrieved from http://ehis.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=4bd9d7f2-8ac5-42c6-a100-a2443eda9cbf@sessionmgr4002&vid=1&hid=4213
One of the fasting growing juvenile treatment and interventions programs are known as teen courts. Teen courts serve as an alternative juvenile justice, to young offenders. Non-violent, and mostly first time offenders are sentenced by their peers’ in teen courts. Teen courts also serve as juvenile justice diversion programs. Teen courts vary from state to state, and sometimes within the same state. With this program, all parties of the judicial setting are juveniles with the exception of the judge. Each teen court, is designed specifically to meet the needs of the community it serves. Teen courts were created to re-educate offenders throughout the judicial process, create a program with sanctions that will allow the youth not to have a juvenile record, and to also instil a sense of responsibility.
Youths who have entered the justice system have often been diagnosed with mental disorders or diseases. “A majority of adolescents formally involved in juvenile court have at least one, if not more than one, significant emotional or learning impairment, or maltreatment experience” (Mallet, 2013). The existence of these diseases often effect the juvenile’s stability and ability to make rational decisions. Which may result in them engaging in criminal activities The prevalence of disruptive behavior disorders among youths in juvenile justice systems is reported to be between 30 percent and 50 percent (The mental health needs of juvenile offenders). The difficulties of these disorders are often
The reason for this program is to use innovative approaches in developing programs, which will teach youth alternatives to violence, substance abuse, anger issues, low self-esteem, and the consequences as a result of making bad choices. During, the program non-violence, team building, leadership development and communication skills is promoted. A neutral and positive setting is provided for young people, so they are able to come together from different gangs throughout the city to work on their issues and programs together. When a youth is referred to the program they have an Intake-Assessment with the family. “Together, a Program Contract/Service Plan will be developed based on the individual needs of the youth/family. If the youth is on probation/parole all requirements of the courts will be incorporated into their contract. Services offered are case management, mediation, innovative focus groups, presentations, collaboration with other youth service organizations, and attendance at court hearings” (Stop ABQ Gangs,
Group homes serve as a form of intervention for juvenile offenders, usually court ordered and less restrictive than other residential placement facilities and foster care placements, in which the juvenile is under 24-hour supervision (Office of Juvenile Justice Delinquency Prevention, n.d.).
intervention. Families in Society. Vol. 88, pg. 42. Proquest Direct database. Retrieved February 25, 2015.
Child development is where intervention for juvenile delinquency may be enforced. Parents have the majority of control over an infant’s activities at an early age and have to be able to spot their actions. As explained by the authoritative style, “parents try to direct their children’s activities in a rational, issue-standard manner” (Bartol and Bartol, 2011, Pg 37). Child development can be related to social learning, as stated by Bartol and Bartol “it involves learning from watching others and organizing social experiences in the brain (2011, Pg 78). As a recent article by Myers and Michael (2005) described, “strong parental bonds with children (starting at an early age), providing opportunities and recognition for positive behavior, improving parental skills and childhood learning skills, and establishing and maintaining healthy community beliefs and clear standards for behavior.” Indeed, teaching and enforcing posi...