The Future of Juveniles Prevention
Ron Young
Critical
Issues In Juvenile Justice
May 05, 2015
The Future of Juveniles Prevention
An analysis of skills in detention
centers Washington County has programs that explain problems with the juvenile
detention center, (Pytash & Jian, 2014).
This program helps juveniles build skills as writer’s, specialized teachers
developed a program that gives the students a helping hand at writing and
writing skills, (Pytash & Jian, 2014).
First, they placed a survey that took quotas of which juveniles would be
interested in building their writing skills. The survey took 25 minutes to
complete the juveniles answered question such as a sample statement of I enjoy
writing, (Pytash & Jian, 2014). The
assessment was placed on the Likert scale which is a five point scale ranging
from strongly agree to strongly disagree, (Pytash
& Jian, 2014).
After performing the initial test
the juvenile’s quality of writing was measured by a number of questions about
how they perform during and their writing skills, (Pytash
& Jian, 2014). After two weeks spent in the writing class the
students participated in an interview and a qualitive open ended survey, (Pytash & Jian, 2014).The results showed that
the writing skills of the students were very low and they tend to answer
undecided while a higher number were negative towards the building writing
skills, (Pytash & Jian, 2014).This meant
most Juveniles are not enthusiastic about writing, (Pytash
& Jian, 2014).
Most Juveniles in the Washington
county Juvenile facility were assisted being moderate writers while they are
enthusiastic about being published many did not have the skills to write well, (Pytash & Jian, 2014). They instead had moderate
writing skills that left an opportunity to improve upon writing skills by
attending a workshop. The study proved
that most Juveniles did not receive the education needed to excel in life, (Pytash & Jian, 2014). The study proved that
when someone comments positively about the students writing that they seem
write more and improve the quality of writing which means that they have not
been positively touched by teachers to excel while in juvenile detention or at
school, (Pytash & Jian, 2014). This study
proves that rehabilitation works when a counselor takes time out to show they
care about the quality of life of the juvenile detention teens, (Pytash & Jian, 2014). Although many of the
juvenile were below average in academic skills, they still stuck out the
writing courses many were assigned as moderate writer by the end of the class
the ones that thought they wrote well ended up in the same boat as the ones
that thought they wrote poorly. This may have been because of academic literacy
was not enforced among the teens and they tend to improve during the 3 month
period of the writing class, (Pytash & Jian,
2014).
The future looked bleak with the
new design of detention centers taking over and staffing that has to be well
qualified. More than none we have found that the simplest effects of juvenile
detention has become more than just a line of work but a duty that only some
people poses the skills and patients to be qualified to deal with An analysis
of skills in detention centers Washington County has programs that explain
problems with the juvenile detention center, (Pytash
& Jian, 2014). This program helps juveniles build skills as writers
specialized teachers developed a program that gives the students a helping hand
at writing and writing skills, (Pytash & Jian,
2014). First, they placed a survey that took quotas of which juveniles
would be interested in building their writing skills. The survey took 25
minutes to complete the juveniles answered question such as a sample statement
of I enjoy writing, (Pytash & Jian, 2014).
The assessment was placed on the Likert scale which is a five point scale
ranging from strongly agree to strongly disagree, (Pytash
& Jian, 2014).
After performing the initial test the
juvenile’s quality of writing was measured by a number of questions about how
they perform during and their writing skills, (Pytash
& Jian, 2014). After two weeks spent in the writing class the
students participated in an interview and a qualitive open ended survey, (Pytash & Jian, 2014). The results showed that
the writing skills of the students were very low and they tend to answer undecided
while a higher number were negative towards the building writing skills, (Pytash & Jian, 2014).This meant most Juveniles
are not enthusiastic about writing, (Pytash &
Jian, 2014).
Most Juveniles in the Washington county
Juvenile facility were assisted being moderate writers while they are
enthusiastic about being published many did not have the skills to write well, (Pytash & Jian, 2014). They instead had moderate
writing skills that left an opportunity to improve upon writing skills by
attending a workshop. The study proved
that most Juveniles did not receive the education needed to excel in life, (Pytash & Jian, 2014). The study proved that
when someone comments positively about the students writing that they seem
write more and improve the quality of writing which means that they have not
been positively touched by teachers to excel while in juvenile detention or at
school, (Pytash & Jian, 2014). This study
proves that rehabilitation works when a counselor takes time out to show they
care about the quality of life of the juvenile detention teens(Pytash & Jian, 2014). Although many of the
juvenile were below average in academic skills, they still stuck out the
writing courses many were assigned as moderate writer by the end of the class
the ones that thought they wrote well ended up in the same boat as the ones
that thought they wrote poorly. This may have been because of academic literacy
was not enforced among the teens and they tend to improve during the 3 month
period of the writing class(Pytash & Jian, 2014).
Teens that are criminally inclined
require more programs than adult court allot in other words adult courts are
not realistic for juveniles to attend they are only assigned to adult courts
when they are considered violent, (Zimring &Tanenhaus, 2014).
Scientific reasoning for the future of teens has proven that teens are not
fully mentally developed like adults are and need proper guidance in order to
become well-rounded adults. (Zimring &Tanenhaus, 2014).
Teens with developmental problems still have a
greater chance to change they can be shaped into responsible adults with
participation in rehabilitation programs. In other words, rehabilitation for
teens that participate in criminal act is the most likely cure for the juvenile
delinquency problem, (Zimring &Tanenhaus, 2014). When
adjusting from older rules to newer rules one would find that girls age faster
than boys the fact that maturity separates girls from boys because of the ways
they grow some analysis wish to separate girls at a younger age than boys,
(Zimring &Tanenhaus, 2014).
It
seems to be acceptable to have 18 year olds leave juvenile development centers
and begin adult prison terms. They have found that many girls can accept prison
at the early age of 16 rather than 18. Academic learning and social moral
learning for girls happens sooner than what it comes about from boys. Social and economic freedom causes girls to
look for ways to survive earlier than boys. When girls are accused of crime, they
are expected to know more about moral differences the hormonal age differential
between girls and boys makes for the law official to have higher expectations
for girls rather than men, (Zimring &Tanenhaus, 2014).
This and the fact that girls look older during their teen age years than boys do
because of their hormonal adaptation makes it easy for juvenile court judges to
pass teen age girls to adult prisons.
The brain is complex mental stability
among teen age girls is far greater than teen age boys simply because girls
look and act older than what boys do, (Zimring &Tanenhaus, 2014). There are incidents of girls that are within
age to have children who commit crime while they are actually pregnant these
are special cases that need specialized care most pregnancy care for juveniles
are in adult prisons. There are little to no programs that specialize on
pregnant girls that are of high school age. Separation of pregnant girls from
other inmates makes for a better environment for those that are not
pregnant. Many brain studies have
explained that teenagers are incompetent of making life-changing decisions if
their parents don’t make them for their children, (Zimring
&Tanenhaus, 2014).
Early recognition of skills, wants, desires is of concern by
teachers and family members alike to open doors by meeting qualifications that
are necessary to make life less complicated. One of the largest life chances
that are taken away from teens is education. Parent with low income cannot
provide high price education such as schooling for trade school, arts and
academic college schooling. Planning and desire can make for an easy way to be
successful. Teens that don’t receive the support that they need to be
successful are usually left out of the loop and have to find a different route
than what they plan for. Teens that do
not accomplish what their friends do feel depressed and left out of the loop.
This causes them to have mental breakdowns and look for opportunities that are
not academic related.
Gang related activities that involve
teens that have one-parent homes or live at halfway houses for those that are
confiscated from unfit homes makes teens grow up in bad environments that
affect them their whole life. In many aspects the teen or juvenile is less
capable of committing advantageous crime because of their underdevelopment
teens are considered less of a threat to society this allots juveniles with
lower or lessened penalties. The average teen is known to be irresponsible or
immature in nature this makes for higher propensities for teens to have less incarceration
and increased rehabilitation.
Neuro-immaturity pre Roper vs Simmons renders teens less component to
waive Miranda rights, rights to an attorney, offer a confession without
council, may become lead into defending themselves, and plea bargain without
counsel. For these reasons the judge is considered the parental guidance for
juvenile court having on hand legal advisors in defense of juveniles may take
away some of the teens stress and pressure allotting them a complete defense
against unwanted ad unjust decision making by role model police or judges.
In order to prevent crime among teens
they must be taught that criminal actions are wrong. State and federal
regulations must be learned at vital ages to in force the laws and rules that
teens may break. Programs that teach teens but also have rewards can make a
difference in the lives of future teens. Giving college credit or providing
outings that involve fun with learning can be a way of reinforcing the teen
making them feel valuable to the community by volunteering for detail along
side of juveniles who have been through the same issues and problems that every
teen may face. A faucet of regulations is not enough to change the thinking
pattern of teens that are unsuspecting
targets for criminals, gangs, drug dealers and other groups that prey
upon vulnerable teens that could become suspect to crimes because of low
morals, low self-esteem, communication barriers, and bad friendship
practices.
These programs must catch the attention
of teens and make for understanding. Teens would be unable to comprehend the
bar exam but if you related the different law cases to real life situations
they might be able to connect the court names with the situations that they
protect citizens from. Teens propensity to exaggerate making what they see seem
more than what it is. This type of confused thinking without comprehending what
is realistically happening can force a judge to be aggressive in their decision
making while analyzing positive and negative outcomes one can come to the
conclusion that prevention programs are the best way of reversing the juvenile
rate incarcerated. Rehabilitation is a harder rout to go through when analyzing
the worst fears of juvenile courts.
Changing the thinking process to scare
teens into becoming good citizens is not recommended among juvenile counselors
because this may attract teens to crime for the thrill of seeing for themselves
what the results would be. A mixture of social being, group building, and
relationships are the wave of the future of teen prevention programs.
Leadership within the community that present information about laws and how
they are affecting the community allot teens realistic information about their
surroundings. Gang related violence is one of those issues that may be reduced
by building a barrier between the gangs and the teens. Gangs recruit by making
the teens uncomfortable with their community by enforcing change on the teens
such as clothing items, hang out spots, race, color, and even sporting events. Being
not included can make teens have low morale. By being included in many events
offering a substitute for being outlasted, the teens can then be included in
positive events that are provided by the community, police, and state
officials.
Schools should anticipate programs that
allow teens to express themselves without making it controversial that gang
members are not included but reverse the gang activity inviting everyone. In
the future of crime prevention of juveniles there are going to be more work opportunities
than ever before. Keeping the life of teens free from criminal activity and
helping the community deal with juveniles is going to be interactive instead of
being only rehabilitative there will be preventive classes and studies. To
accommodate the needs of youths one has to look upon leadership of counselors
and public officials. Programs are the wave of the future many programs that
deal with gang violence and criminal activity. There are many more outlets to
explore such as teen pregnancy, school attendance, recreational activities,
defacing of personal and public property.
Types of abuse of children are
emotional, physical and or sexual, (Lawrence & Hesse, 2010), p.74.
Judges use parens patiae in order to reassign living conditions for children
that are in abuses situations, (Alarid , 2013), p292, para 1.
With the new type of counselor that is mobile and able to comprehend the stress
and pressure that teens go through it is the teens and counselors are able to
combine resources to keep the level of violence low. First time violators of
the law such as criminal offenders should have the most counseling because they
are the target youth who can be rehabilitated second and third time juvenile
offenders are considered liabilities of society.
According to Salekin, R. T. Conclusion
and future directions. In , Forensic evaluation and treatment of juveniles:
Innovation and best practice , Washington, DC, US: American Psychological
Association Salekin, R. T., “favorable impact of the state system may occur
through the discretion of a police officer or a juvenile court decision maker”,
this type of intervention should be allotted threw the police department to
allow officers paid leave of absence to attend counseling sessions with
juveniles who have gone through the juvenile court system, (2015), p. 203-206. By local police participation, they can see
the advancement of community’s goals being achieved. In the future of juvenile rehabilitation,
technology will play a far greater role by providing reports from juvenile
clinics that deliver forensic treatments to juveniles in need. Life style
changes are valuable they might include nutrition, exercise, recreational
activities, and volunteering. Mental development and health is another way to
reform juveniles into proper citizens. Programs
that stop teens from truancy such as truancy officers and special after school
activities can reduce crime among teens. Juvenile crime can cause forms of
illiteracy because teens are not attending school to learn basic skills such as
math, science, reading, and writing.
Using GPS devices to track youths that
do not attend school on regular bases is a way of preventing multiple truancy, (Alarid , 2013), p287,
para 2. The teens receive automated wakeup
calls and then check in after school. Intake officers and truancy officers roam
the areas that teens my hangout at during the day to make sure they are in
school and not hanging out with friends. Skipping school is a class C
misdemeanor that if habitual can cost up to $500, (Alarid , 2013), p287, para
2.
Adjudication is the process of using
juvenile court. Juveniles are offered lawyers but there is no jury, (Alarid , 2013), p28, para
2. Having no jury can offer the judge lead way to presenting
juveniles with lowered sentences or participation in programs such as boot
camp, group homes, community centers, and voluntary work. Implementing more
programs to give juvenile court judges a leverage to assign nonviolent teens to
plenty of programs that keep them busy making new friends and finding more self
confidence is the goal of the future. Programs that promote social and
educational skills can help teens with life.
I know for me, I attended school and my
school had the work program while attending the 11th and 12th
grade. During this time, I was taking classes given by John Marriot to manage
hotels and other work opportunities. I then started to work for the local
grocery store called Giant Food and learned discipline and work ethics; this
replaced having fun hanging out with friends.
My Principle Doctor Dalton did not approve of my friends and wanted me
to stayed free of trouble for my last two years of high school. I never fully
understood why Principle Dalton was
against my friends he just did not like the influence my friends had on
the high school. The last two periods of
school for my junior and senior year, I attended classes for management and
began to work for Giant food part time making an average wage in the process.
In my opinion I think programs that establish early work produce self
discipline that helps teens with gaining
the moral support needed to succeed in life. I also thought that the push for
becoming independent by working taught me that life is not a game to taken
lightly. Attending above average classes such as English and social studies
made me realize that I had more potential that I first thought I had. This
change came about because my counselor and father both knew that I was not
giving school my full effort. Principle Dalton knew that I was not fully
participating in class because I only did as much school work as needed. Before
this change I attended no afterschool programs such as track and field and foot
that I played for my junior and senior years. I was not as active in school activities for my freshman and underclass years, thus finishing home
work during school hours meant that I was not attending the correct classes.
They fix my extensive hanging out with
friends, by allotting me to work in the school main office and participating in
the work program. What I learned during this period of time is that I really
wanted to attend college so rather than
work. I resolved that I was working too hard and needed to focus on building a
career doing what I loved which was computer system then. Another issue that
was resolved by my counselor was that I
was in remedial classes that I did not deserve to attend so they removed me
from remedial class and place me in advanced classes. After becoming certified
for management, I then attended the early college program where I learned that
academic standards are very important. The future can teach many teens how to
conduct themselves in study and personal life. Being a troublemaker and causing
problems in the area of learning such as distracting others from learning can
make teens turn into juveniles.
The future of juvenile delinquency
policing will provide programs such as the work program and other state
programs like the early college entry and trade schools that keep older teen
busy. Another program I attended during
my Junior year was the writing program just like the one mentioned in the above
except I was trained to write about events in ordered format. This program
offered during the summer allowed me to take classes about social writing and
writing skills. Programs like these and many more provide expertise in many areas
that teens do not function well like self-explanatory writing.
Another factor of teen delinquency is
drug prevention and rehabilitation. Probationers are placed under strict
supervision of probation officers that observe the interactions of juveniles at
school and at home, (Gaudio, 2010). Curfews
are enforced to keep juveniles that are on probation from violating probation
rules, (Gaudio, 2010). School teachers are
asked to keep a watchful eye on juveniles that are on probation this allots
juvenile probation officers the flexibility of visiting the school or home for
weekly interviews. One major issue with drug prevention is that most
rehabilitation classes and centers are built for adults and not teens. Having local teen program for drug
intervention and rehabilitation may turn the tide and provide extra support for
pressured teens and juveniles. More of a difference can be made by specifying
courts for teens such as drug court, mental health courts and administrating
community health centers in involving themselves with teens and juveniles.
References
Alarid , Leanne F. (2013). Community Based Corrections Ninth
edition, University of Texas, San Antonio,
Wadesworth, Cengage Learning
20 Davis Drive Belmont , CA 94002-3098 USA p. 287 para. 2, p. 292,
para 1
alekin, R. T. (2015).
Conclusion and future directions. In , Forensic evaluation and treatment of juveniles: Innovation and
best practice (pp. 203-206). Washington,
DC, US: American Psychological Association. doi:10.1037/14595- 011
Gaudio, C. M.
(2010). A CALL TO CONGRESS TO GIVE BACK THE FUTURE: END THE 'WAR ON DRUGS' AND
ENCOURAGE STATES TO RECONSTRUCT THE JUVENILE JUSTICE SYSTEM. Family Court
Review, 48212.
Lawrence, Richard and Hesse, Mario (2010). Juvenile Justice, the Essentials, Sage Inc. publishing 2455 Teller Road thousand Oaks California, 91320
Pytash, K. E., &
Jian, L. (2014). The Writing Dispositions of Youth in a JuveniledetentionCenter.
Journal Of Correctional Education, 65(3), 24-42.
Zimring,
F. E., & Tanenhaus, D. S. (2014). Choosing the Future for American
Juvenile Justice. New York: NYU Press.
