Discussion question 5

Learning Resources

Please read and view (where applicable) the following Learning Resources before you complete this week’s assignments.

Readings

·         Course Text: Juvenile Delinquency

·         Chapter 6, “Social Interactionist Theories of Delinquency”

·         Chapter 11, “Drugs and Delinquency”

·         Chapter 12, “Juvenile Justice Process” (Section “Diverstion from the Juvenile Justice System” is review from Week 4.)

·         Chapter 13, “Police and the Juvenile”

·         “Social Content of Delinquency: The Police and the Prevention of Juvenile Offenses”

Media

·         Interactive Module: “Juvenile Delinquency,” Copyright (2008) by Pearson Learning Solutions. Used with permission of Pearson Education. Boston, MA.
http://media.pearsoncmg.com/pcp/pls/pls_mycoursetools/fufillment/mct_94735_laureate/juv_delinq/index.html

Optional Resources

Websites

·         Website: National Institute on Drug Abuse. Club Drugs.
http://www.drugabuse.gov/drugs-abuse/club-drugs
This Web site provides research data on how the use of club drugs can cause serious health problems and, in some cases, even death.

·         Website: Underage Drinking Enforcement Training Center.
http://www.udetc.org/
This Web site provides references and links to studies that explain contributing factors related to juvenile delinquency and treatment.

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Discussion Question:

Prevention Programs

Prevention or early intervention programs are essential for the reduction of juvenile crime and delinquency. However, that may be easier said than done because putting such programs in action can be complex. Decisions must be made about where the program will take place – the family, schools, treatment facilities, detention centers – and which juvenile population the program will target. Because not all juveniles commit crimes, prevention programs need to be tailored to specific juvenile populations. In addition, the focus of prevention and intervention programs typically are based on specific sociological, biological, and/or psychological factors thought to contribute to juvenile crime and delinquency. For instance, if you think sociological factors contribute to juvenile delinquency, your prevention program might focus on educating juveniles about the implications of joining a gang. On the other hand, if you think biological or psychological factors contribute to juvenile delinquency, your prevention program might focus on educating juveniles about the dangers of drugs or helping juveniles build self-esteem through education. As you can see, the degree to which professionals attribute juvenile crime and delinquency to specific sociological, psychological, and/or biological factors will determine the type of prevention program they offer.

To prepare for this Discussion:

• Review the sections on “Prevention of Delinquency ” of Chapters 1-16  in the course text, Juvenile Delinquency, and focus on various prevention programs.

• Select two prevention programs to use for this Discussion. Note: You may select programs from the Learning Resources this week or you may use the Internet to find other programs of interest to you.

• Think of how the programs you selected are influenced by sociological, biological, and/or psychological factors thought to contribute to juvenile crime and delinquency.

With these thoughts in mind:

Write a brief description of the prevention programs you selected. Then explain how each program is influenced by sociological, biological, and/or psychological factors thought to contribute to juvenile crime and delinquency. Be specific and use examples to support your explanation.

Be sure to support your postings and responses with specific references to the Learning Resources.