The Future of Juveniles Prevention

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 11^th and 12^th 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.