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Forensics > Chapter 6 > Flashcards

Chapter 6 Flashcards

1
Q

Juvenile Delinquency

  • Last 20th century
  • upward spikes, drugs
  • juvies vs adults
  • typical juvies more likely
A
  • During last 20th century, many accounts of increase in juvie crime, decling morality in youth and woeful state of family life as contributor. Juvie crime is troubling but not intractable
  • Since mid 90s decrease in crime by juvies (but there are periodic upward spikes; 1985-1997 # of courts with juvie cases climbed 61%) (however, # from 1997-2005 has dropped 9%) drug uses have also increased
  • Juvies are responsbile for small % of arrests compared to adults altho disproprotianelty compared with other age groups
  • Typical juvies more likely to be victim than perp
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2
Q

Juvenile Delinquency

  • definition
  • legal def
  • juvenile delinquent is? (age)
A
  • Juvenile Delinquency is an imprecise, unclear, social, clinical and legal label for a wide variety of law and norm violating behavior; has numerous defs
  • Simple legal definition: delinquency behavior is behavior against the criminal code committed by indiv who has not reached adulthood;Legal def in some states sometimes inlcudes status offenses
  • – Person under age (usually < 18 but varies by state) committed crime or statute offense
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3
Q

Status offenses

  • are? most common?
  • prev
A
  • Status offenses are not behavior against criminal code; most common one is incorrigibility and then running away
  • Status offenses that has increased most in recent years is underage drinking
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4
Q
  • cutoff for delinquency
  • criminal courts & juvenile courts (as young as)
  • federal law juvenile prosecution
  • many states
A
  • Altho no state considers anyone above 18 a delinquent, some have provisons for youthful offenders who are older and some use 16 as cutoff
  • Some states give criminal courts rather than juvenile courts, automatic jurisdiction over juives at age 16 or 17 and some allow young as 7 to be tried as adults in crim courts; When youths transferred to criminal courts, no longer delinquents
  • Under fed law juvies may be prosecuted at age 15
  • Many states don’t have legally defined age, or min age of arrest for children; varies from age 6-10
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5
Q

Child delinquents

  • termed in?
  • are? (age)
  • prev: in juv courts increased by? (arrests under 13%)
  • Loeber: child delinquents and violent offending
A
  • Term created in 21st centruy
  • Child delinquents are juvies between ages 7-12, who have committed a delinquent act according to crim law
  • During past decade, number of child delinquents in juv courts increased 33%. Children younger than 13 make up 9% of a juvie arrests
  • Loeber: child delinqs 2-3x more likely to become serious, violent and chronic offenders than adolescents who begin offedning in teens
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6
Q

Social Definitions of Delinquency

  • is?
  • referral
  • other options
A
  • Social and psych defs of delinq may overlap
  • Social delinquency consists of variety of youth behaviors considered inapprop such as aggressive behavior, truancy, petty theft, vandalism, drug use. Behavior may or may not attract police attention
  • Not unusual for social d’s to be referred to community services or courts but never legally become delinq’s until they are found in a hearing to have committed the crime for which they are charged. (ex: juvie may be placed on informal probation given a secondchance)
  • Other options are diversion programs where juvies steeredaway from court if they admit their offenses and go to programs like sub abuse or com service
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7
Q

Psychological definitions of delinquency
- 2
1. sim to
2.

A
  • Psych definitons usually include conduct disorder and antisocial disorder. Psych perspective states a delinq would have CD or antisocial behavior
    1. Conduct disorder is group of habitual misbehaviors (stealing, running away, skippink school) repetitive violation of rules & disregard for rights of others. Like social D, the psych D may or may not have been arrested and some of these behaviors not even against law
    2. Antisocial behavior reserved for more serious habitual misbehavior; pattern of direct harmful actions against others. Antisocial personality disorder is different and reserved for adults who displayed cd’s as kids and continous offending in adulthood
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8
Q

Extent of Delinquency:

  • arrest rate yearly in US
  • caseloads
  • juvie crimes prev
  • ages of cases
  • types of offenses trend (not status!) (3)
  • gender prev trends
  • data
A
  • 1.2-2.0 million juvies under 18 arrested yearly in US
  • Between 1960 and 2008 delinq caseloads in courts increased more than 300% from 400,000 to over 1,600,000
  • Juvie crimes declined over past decade, and caseloads decreased 12% from peak in 97-2008
  • Nearly 2/3rds of cases involve youths age 15 or younger
  • Trends also indicated decrease in porperty offenses but increase in offenses against person, drugs, and public order offenses
  • Juvie couts seen increase in female d’s, up from 19% in 2008
  • Nature and extent of d behavior (both of what is reported and unreported) essentiaonlly unkown; we don’t have complete data on national incedence
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9
Q

Unlawful acts commited by delinquents placed into five categories - 5

A
  1. Unlawful acts aginst persons
  2. Unlawful acts agsint property
  3. Drug offenses
  4. Offesnes against public order
  5. Status offenses
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10
Q

Status offenses

  • are acts only?
  • statues (4)
  • gender treatment, offenses, detainment
  • argument
A
  • Only acts that juvies commit and that can be adjudicated by juv court
  • Only 4 statues tabulated by National Center for Juv Justice: runnin away, turancy, ungovernablitiy/incorrigibility (beyond control of parents), liquor law violations
  • Juv system has supported diff treatment for male and female status offenders (gilrs often detained for incorrig. Or running away but not boys) Until recently, 3x more girls detained however due to suits many courts warrant discrimintary approach unwarranted (but stats show girls still more likely to be arrested as runways)
  • Argued that bc status offenses lend so much subjectivity they should be removed from all state juv courts and some states have done this. However while some states do not label stat offenders delinquents they do allow their detention bc they are presumed to be in need of protection from behavior (PINS and CHINS allow this)
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11
Q

Statues allowing protection from behavior:

PINS & CHINS law

A

Under these laws, runaways or incorrigible youngsters are subject to juvenile or family court jurisdiction, sometimes at the instigation of their parents, even though they may not have committed an act comparable with a crime.
These statutes also allow these specialized courts to address the needs of neglected and dependent children, so a child who has been labeled a “CHINS” has not necessarily displayed problem behaviors.

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12
Q

The serious delinquent

  • data indicates: those that engage in serious delinquency (amt)
  • those that are detected; undetected (%s)
  • Repetitive offenders (their crimes)
  • longitudinal research shows they are (3) (begin)
A
  • Both self report and official data indicate only small % of juv pop engage in serious delinq behavior whether it is legal, social or psych defined (However, those who do commit antisocial behavior often escape detection)
  • only 3-15% of serious offenses even result in police contact and serious repetitive juvies escaped detection 86% (suggests incidence of offending may be underestimated)
  • Don’t specialize in particular crime but range from minor to violent
  • Longitudinal research shows they are more troublesome in school, earned poorer grades, and had poor social skills. Behaviors often began at early age (more serious offender, earlier behavior)
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13
Q

“Pathway’s to delinquency”

  • challenged
  • treatment
  • conclusion
A
  • A number of pessimistic conclusions about serious delinquents challenged as result of longitudinal study of male serious offenders
    “Pathways to Delinquency” research indicates that most serious offenders reduce offedning time when monitiored in community after short term incarceration. Longer incarceration ineffective. Also indicated substance abuse treatment effective in both sub use and offending. Most imp conlcusion of study is that even juvies who commit serious offenses not on track for adult criminal careers.
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14
Q

Gender differences in juvenile offending

  • boys vs. girls (type)
  • Ratios (2) (reason)
  • gender gap
  • increases (years) (2009)
  • Girls %’s: violent crime, property, theft
  • girls in delinq courts
  • girls vs. boys (custody/theft)
  • research with girls
A
  • Boys far outnumber girls in most types of offending but paritculary in violent offending
  • Ratios for males and females for most crimes remain same for decades regardless of cultural or societal changes. Males were so overepped in violent crimes (9:1 ratio) some suggested hormonal or bio factors like testo as explanation
  • Recent data on juvies suggest gender gap decreasing for some offenses
  • 1996-2009 juvie female arrests increase more than males in most categories. In 2009 girls accounted for 30% more of juv arrests
  • Girls accounted for 18% of violent crime, 38% of property crime and 45% of larcenty theft
  • Proportion of female delinqs in courts rose from 19% in 1985 to 27% in 2008
  • Girls are taken into custody more than boys (for running away and curfew violations) When theft is involved value of items taken by girls is less than boys
  • We know far too little about girls crime, reasons it committed, and social/developmental factors of it
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15
Q

Girls Study Group
- is/seeks to?
- earliest GSG study (focused on/found that)
- increase attrib to?
- conclusion: when girls are violent, occurs because of? (5)
(domestic disputes)

A
  • Office of juv justice and delinq prevention produced GSG in 2004 to gain better understanding of girl’s delinquency and recommend prevention programs. Seeks to understand what girls become delinquent, what factors protect them, what puts them at risk, what development pathways lead them to it, what factors most effective to prevent them.
  • One of the earliest GSG studies focused on whether violence is increasing and found that girls are arrested more for simple assault than previously, the actual incidence of being seriously violent has not changed much in past 2 decades.
  • Instead increases attributed to changes in enforce policies than behavior (ex: girls involved in domestic abuse more likely arrested than provided mediation services)
  1. Peer violence- to gain status, self defense against sex harrasment, or defense of sexual reputation
  2. Violence within schools- may rep anger against teachers or feeling of hoplessness; schools 0 tolerance policy increase number of arrests
  3. Violence in disadvantaged neighborhoods- to protect from victimization
  4. Girls in gangs- violvent behavior may be an expectation
  5. Family violence- girls fight more at home with parents than boys; may represent striking back at overly controlling parental style or defense from abuse (some domestic disputes which where formly labeled incorribgibilty now classified as simple assault)
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16
Q

GSG

  • risk factors (6) gender diffs (however)
  • intervention programs for girls
  • running away and prostitution
  • female offenders and abuse (%s)
A

-GSG concluded risk factors same for boys including enconomy, community disorg, actions of police, quality of schools, resourses avalable to courts and corrections, adequacy of health and social services however girls may experience risk factors over and above those of boys such as likelihood for victimization and self-estem issues
-GSG also studied intervention programs for girls and found positive findings but for majority of programs there was insufficient evidence to conclude that they were effective or ineffective
− Conncetion between running away and prostitution is a serious one; recent data shows runaways are equal for girls and boys but girls are more likley to run away due to victimization and take up prostitution to survive
− 92% of juv female offenders were subject to some form of abuse; 25% said shot or stabbed

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17
Q

Explanation for gender diffs:

  1. developmental
  2. learning
  3. cognitive
  4. social learning
A
  1. Developmental psychologists: Biology is not a signf factor in explaing gender diffs
  2. Girls and boys learn diff prosocial behaviors; girls more accommodating
  3. socialized and cult diffs in ways boys and girls percieve their worlds
  4. girls are socialized differenly from boys and taught to not be aggressive
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18
Q

Anne Campbell: boys vs. girls aggression

A

− Anne Campbell: boys and girls born with potention to be equally aggressive but girls are socialized not to be overly aggressive and boys encouraged to be

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19
Q
  • ratio of violent offending and gender

- gender gap future

A

The change in ratio of violent offending and decrease in overally juv crime suggests that socialization of girls and boys becoming comparable however girls today are reciveing same aggression supporting messages as boys and fewer restrictions on behaviors but both genders encouraged to look for socially acceptable ways to channel aggression
− Remains to be seen if gender gap will change or remain stable

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20
Q

Developmental theory of delinquency

  • contemporary research shows
  • developmental process
  • trajectory (reflects 3) (exs)
  • GSG research of trajectories in girls
  • Pathways & offenders vs. non
  • persistent patterns pathways(assumption)
  • early childhood diffs (3) in antisocial (year)
A

-Contemp research shows that offender pop consists of various subgroups each with a identifable develop pathway assoc with diff risks
-Developmental process requires examination of trajectory of that development
-trajectory is developmental changes in persons lifetime and offers deeper understanding of deliquency rather than focusing on diffs in ppl; identifies sequential chain of events that suggests how antisocial behavior is shaped and sustained. Reflects changes in persons cognitive, emotional, and social growth as they grow into adulthood; exps inlcude victimization or loss of parent
-GSG found that girls who have caring adults in lives less likely to report crimes and status offenses and gang membership
-Research shows that children and adolscents follow diff pathways in offending or nonoffending careers; some children stubborn, defiant, disobedient at young age leading to mild and severe forms of violence into young adulthood; others show few signs of antisoc behaior at young ages but during adolsecense engage in delinq behavior
-Evidence that most persistent begain at early age and worsen with age but Pathways study does indicate we cant assume that serious juv offenders will continue into adulthood (some will not but many will)
- early childhood diffs in impulsivness, social skills, and feelings for others among those who become antisocial and those on prosocial life course.
Developmental psychologists begun targeting antisoc behavior during pre k years

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21
Q

Developmental theories (3)

A
  1. Moffitt’s
  2. Coercion
  3. Calloulus unemotional trait theory
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22
Q

Moffitt’s developmental theory (2)

A

the major force in develpmental psych on explanation for delinquency is theory of Moffitt. identifies two developmental paths: Life course persistent offender and adolescent limited offender

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23
Q

Life course persistent offender (LCP)

  • is (age)
  • many have what types of problems
  • crimes
  • prosocial skills (2)
  • 3 factors that increase development
  • cascade
  • % following high antisocial traject (gender)
  • behavior over the years (due to)
A

Small group begin lifelong patter of deliq at young age (3 or younger). Continue antisocial ways across all kinds of condistions and situations. Across life course they exhibt changing manifestations of antisoc behavior

  • Many have neuro probs such as difficult temperaments, ADHD, learning problems; assoc with pervasive mental, economic and interpersonal probs; Judgement and problem solving deficiencies often apparent in adulthood
  • Committ wide range of crimes over lifetime
  • LCP’s as children miss opportunities to aquire and practice prosocial skills at each stage of development due to rejection and avoidance by peers; If social and academic skills not mastered in childhood, difficult to recover from lost opportuns
  • Disadvantaged homes, schools and violent neighborhoods factors that increase development
  • Developmental theories posit that antisoc behavior in early onset leads to cascade of secondary probs like academic failure, deviant peers, sub abuse, depression, sexual behavior, work failure
  • Research shows that small minority of chidren (5-10%) follow high antisocial developmental trajectory; mostly males. 1-2% of girls show this early onset pattern
  • Level of antisocial behavior in LCP’s diverges from their less antisocial counterparts across time; offending increases as they age; may be due to exposure to learning, practicing, reinforcement of behavior thru peers
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24
Q

Adolescent limited offenders

  • are? (age)
  • types of offenses
  • unlike LCP’s in childhood (2)
  • theory of AL antisocial behavior
A
  • great majority of juv offenders begin offending during adolescent years and stop around 18th birthday; Don’t have same early persistent antisocial probs of LCP’s but freq and violence level during teen years may be as high as them.
  • AL most likely during teen years and involved in offenses that symbolize adult privelge and automony from parents (exs: vandalism, drug and alcohol offenses, theft, runnin away, truancy) and engage in crimes that are rewarding but have ability to abandon actions when prosocial styles more rewarding (ex: onset of young adulthood brings opportuns not attainable druing teen years like collecge, job, relationship) AL’s quick to learn that they have something to lose if continue offending into adulthood
  • During childhood, Als learn to get along with others (unlike LCP’s) normally have good academic, social and interpersonal skills and allow them to explore new pathways (not same for LCP’s)
  • Theory regards it as adaption response to modern teens social context not product of history of pathological maldevelopment
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25
Q

AL similarities with LCP

- (boys)

A
  • Teen offending patters of AL and LCP may be sim during adolescent years
  • The 2 types cant be discriminated on most indicators of antisocial behavior during adelscense; boys on LCP and AL paths sim on parent, self and offical records of offedning, delinq, sub abuse, unsafe sex, dangerous drving
26
Q

Moffitt study of AL’s

  • age (x)
  • why? (new stage)
  • however (especially for)
A
  • found many AL’s at age 26 still in trouble; altho AL men far better than LCP men, they fared poorly relative to those with no delinq history. AL men accounted for 2x share of property and drug convictions in adulthood compared to no history men. This was not expected by theory
  • speculated that perhaps it was bc adulthood in contemp society may begin after 25 so new developmental stage is called emerging adulthood that prolongs crime promoting of adolescence
  • However, Moffitt’s research shows there still may need to be another classification to account for persitent offending in adults (some persistnet offenders begin in adolescene rather than childhood)
  • This pattern especially the case for females
27
Q

Emerging adulthood stage

A

characterized by roleless floundering, percieve self as neither adult or choose adult roles historically favored. They will stop offedning soon

28
Q

categories now used

A

AL offender, Al who continues into early adulthood then stops, early onset LCP, late-onset LCP

29
Q

Gender differences

  • LCP and AL (ratios)
  • female delinqs for AL pattern vs LCP pattern (%)
  • Moffitt and delinq girls (imp factor)
  • girls and first antisocial behavior; age, suggests?
  • strongest predictors in early onstet girls
  • girls thru life w/ early traject
  • adolescent-onset femalse vs. LCPs
  • National youth survey data: girls and paths
A
  • LCP pattern more likely to be followed by males (10 to 1) gender diffs shown for all AL patterns (very small (1.5 to 1))
  • majority of female delinqs appear to fit the AL pattern only 1.4% fit LCP
  • Moffitt says an ongoing association with delinq peers is important factor in onset of delinq in girls; intimate relationship with male delinq connected to female delinq
  • girls tend to engage in serious antisocial behavior for the first time at later ages (adolescence) that boys; delayed bc of factors like parental and school based socialization practices that encourage them to restrict outward aggression. Evidence that high percent of antisocial girls began antisocial behavior before age 10; suggests that larger portion of girls can be considered early onset delinqs than prev believed and may follow same develop trajectory pattern as boys
  • parental transitons such as sepearation, divorce, death and bio parental criminatlity strongest predictors of early onset offedning in girls
  • Studies suggest girls and women who follow early traject of antisoc behavior exhibit behaviors thruough life span and manifestmaladustment probs in adulthood; may have life of difficulty
  • Adolescent-onset females do not have same degreee of probs as LCP’s but still at risk of poor outcomes espec financial, physical health, mental health difficutlies (in sum, persistent antisocial behavior whether in child or adolescene is often precursor of other probs in adulthood)
  • shows girls tend to follow same developmental paths as boys towards delinquency but risk factors may be diff; girls more invested in interpersonal relations and more likely to be affected by parental conflicts. Peer influences also diff bc girls more likely to be involed with deliq men than thru delinq gangs
30
Q

Coercion Developmental Theory

  • by
  • sims and diffs to moffitt
  • theory (3)
  • key predictor of early onset
  • corercive cycle
  • theory based on
A
  • Similar to Moffitts theory; by Gerald Patterson
  • Also believes that early starters at greater risk of more serious criminal offending; major diffs is Patterson places more emphasis on role of parenting rather than focsing on charactersitics of child
  • contends that poor parental monitroing of child activities, disruptive family transistions, and inconsitent discipline major psychosocial contributors to early-onset deliquency
  • is family enviro where child learns coercive behaviors (temper tantrums) to escape parental discipline
  • some children more likely than others to elicit inept parenting strategies (child w/ irritable temp) In corercive cycle, parent and child each behave in way that is annoyting to the other in attempt to control others behavior. Corercion becomes child’s primary interpersonal strategy and it generalizes outside the home; antisocial behavior is sessn as progressing from faulty parent-toddler interactions to similar interactionsin child’s enviro
  • based on social learning: developmental trajectories for antisocial initiated, maintained, diversified as result of daily social experiences with parents, sibs, peers that are aversive, inconsistent and unsupportive
31
Q

Coercion theory

  • 2 trajectories (ages)
  • both represent?/basic processes
  • 3 variables that sep early from late
  • early onset vs. late in skills
  • likelihood of arrests (early vs late)
  • gender diffs in aggression (age), result of
  • parents with boys vs. girls
  • peer socilaiztion (age)
A
  • identifies 2 trajectories toward antisocial characterized by orderly sequence of stages: Early and Late onsets
    1. Leads to early arrest (prior to 14) and adult crime
    2. Leads to late-onset arrests and desistance from adult crime
  • Rep variations of same basic processes; social environmental influences (divorce, poverty, parent depression) work in combo with inept parenting and deviant peer. Inept parenting is use of ineffective discipline practices like physical punishment and display antisocial themselves with freq divorce
    1. early onset begins in preschool years while late begins in mid adol
    2. inept parenting more sever for early onset
    3. levels of social incompetence more pronounced for early
  • Early onset tend to show limited levels of social skills, disruptive peer relations, lower self-esteem (late onset show same but not as severe)
  • for early onsets high vs. late onsets is low
  • diffs in aggression in place by five and persist thru adolescence (largely in boys) result of enviro experiences and reinfrocements encountered by boys and girls; boys and girls evoke diff responses from parents and each gender responds diff to same parenting conditions
  • Parents more corecive with boys; more pronounced for highly aggressive boys and girls; girls less antisocial bc less involved in coercive parent interactions
  • Peer socilization play role in preschool and kinderg; boys and girls have strong pref for interaction with same gender beginng at 3; boys more noncompliant and rough together while grils more cooperative, verbal, mutual accomadating; there are fewer high antisocial same gender peers for girls to model; when girls do show antisocial often in adolescent years and tied to pubescene
32
Q

Callous-Unemotional Trait Theory

  • theory; by
  • CU is (3)
  • contempt research of children with CU
  • CU traits predictive of (age), most disturbing?
  • prev of those with CU traits (comm vs res)
  • criteria for CU
  • treatment
A
  • Children possess personality traits that render them susceptible to anitsocial behavior
  • group of traits most studied; identified by Paul Frick. Used research to determine detection of childhood precursors to adult psychopathoy. Identified children with CD but severe chronic antisocial behavior beyond normal in others with CD. Showed lack of empathetic concern, limited capacity for guilt, poverty of emotional expression (typically all found in adult psychopaths)
  • Contemp research found children with CU traits not afraid of being punished for aggressive actions and view aggression as effective means for dominating others; tend to minimize victim suffering and openly acknowledge caring little about distress of others
  • CU traits predictive of severe aggression patterns of behavior for both boys and girls as young as 3 and 4. Most distrubing is level of aggression in CU children is beyond those in juv offenders predictive of lifelong serious violent offending
  • Number of chidren with high CU traits between 13-36% in incarcerated antisocial juvs to 10-32% in community
  • Diagnosis of CD not necscarry for possessing CU traits (cruelty to animales was one of indicators designating CU traits in research)
  • Research suggests that signf and sustained reduction in CU traits in children accomplished thru sophisticated, multimodal, CBT treatments; combined with parental factors (warmth, low harsh displine) most promising results
33
Q

Other developmental theories

- all have in common (2)

A

-Regardless of number of paths, main feature of all is age of onset of serious antiscoail behavior and severity/persistence of offending as child grows into adolesc

34
Q

How many youth in justice system?

  • each year in jug justice system?
  • % with emotional problems
  • % with comorbidity
  • %’s with disruptive disorders (gender)
  • sub abuse disorders in justice system
  • prevention/intervention/treatment programs
  • serious antisocial behavior in treatment (most programs)
  • Most effective aimed at?
A

− Each year more than 2 mill youth come into contact with juv justice system
− Substantial number of them (65-70%) have serious emotional problems
− Study showed 55% of males and females in justice system could receive at least 2 comorbid diagnoses
− Disruptive behavior disorders diagnosed in 45% of males and over half of females (51%)
− Sub abuse disorders common (1/2) of youth in justic system; research links sub abuse with serious juv offending
-Number is overwhelming but unfortunaltely few progrms have been effective
− Serious forms of antisocial behavior in school aged children and adolesc partic resestant to change; prone to low motivation for altering antisocial behaviors and show lack of trust, noncompliance, and high anger and impulsivness—most programs aimed at their conduct not effective bc too late in development
− Most highly touted programs aimed at early intervention in context of amily envrio

35
Q

Successful Programs

  • all programs/some
  • Zigler: conclusion of programs (3)
  • Crisis oriented programs
  • Characteristics of successful programs (5)
A

− All effective programs share common features.Some programs don’t necessarily target serious offenders but benefit of all children
− Zigler concluded that delinq can be prevented by early childhood programs that promote competence (social, interpersonal, academic) in children across multiple systems in family, school, peers. Made availabe in community settings like schools
− programs (emphasizing counseling or social work) deal with a presenting problem have been ineffective bc they focus on single setting or competency applied too late
1. They Begin Early
2. They Follow Developmental Principles
3. They Focus on Multiple Settings and Systems
4. They acknowledge and respect cultural backgrounds
5. They focus on the family first

36
Q

They begin early:

  • identifiable antisocial behavior (age) (basis, 3)
  • recommendation of preventions (age)
  • mysterious jump
  • Gurra: observation of aggressive/antisoical behavior
  • Loeber: delinquent behavior and aging
A

− Serious antisocial children can be identified by four or five on basis of aggressive, disruptive, noncompliant behavior across home and preschool setting
− Some recommend prevention begin no later than first grade and def before 8; early intervention critical bc antisocial children progress in spiral of escalation
− Appears to be mysterious jump in antisocial behavior between first and second grade so programs later than 1st must be intensive
− Gurra observed that aggressive and antisocial behavior begins to develop earlier in children in economic deprived urban pops (both for boys and girls)
− Loeber found that as children progress toward more serious delinq behavior they move toward diversification rather than one specfic behavior; so children at risk more likely to engage in increasing violent offending as they grow older while still exhibiting less serious problems (those in gang beating will still use drugs)

37
Q

They follow developmental principles

  • critical
  • Rochester youth study: protective factors
  • Tremblay, LeMarq, Vitaro- effective programs
A

Critical to understand factors that place youth on trajec of serious delinq and important to understand how these factors interact with social enviro
− Data shows that protective factors must be constantly present at trans form early to late adolesc and not at single point
− Tremblay, LeMarq and Vitaro examined 50 programs and found 20 were evaluated under test conditions. Those most effective based on sound developmental research; Linking approp prevention program with developmental stage of youth paramount for long term success

38
Q

They focus on multiple settings and systems

  • successful programs must (2)
  • programs with long term success (utilize)
  • also include
  • harsh living conditions
A

− Succesful programs must not only begin as early as possible but skillfully directed at as many causes and neg influences as possible

  • utilize multipronged appraoches concentrating on treating children thru broad social enviro, including improving family and peer relations and helping academic skills for school success. Also include prenatal and perinatal care and health edu for preg women which helps risk of head and neuro injuries, exposure to toxins, maternal sub abuse, nutritional defs, perinatal difficulties
  • Little doubt that living conds in poor inner cities harsh and daily violence, sub abuse, child abuse and hoplessness is disruptive to norm development even if exp indeirectly. For child who is exposed to adverse family, inadequate living, with lil oppurtun to develop rudiments of social, interpersonal, and academic skills for dealing with enviro, damage inrerperable (Longer exposed to adverse enviro, more difficutl to modify life away from crime)
39
Q

They acknowledge and respect cultural backgrounds

  • urban neighborhoods
  • effective programs and culture
  • poverty and culture
A

− Although some urban neighborhoods have risk factors, they also may be rich in values and traditions that can serve as protective factors (ethnic groups may place value on extendeded family, music, traditions) These cultural markers can affect antisocial behavior developing; promoting or suppressing it
− Effective programs are sensitive to family’s cultural background and promote it’s positive apspects
− Even poverty can affect individuals diff on basis of ethnicity and the meaning of poverty in that culture (ex: one group may regard being poor as matter of fact and another may see it as sign of oppression)

40
Q

They focus on family first

  • Most successful (First, followed by)
  • family characteristics linked to delinq (4)
  • Contemp research interventions
  • Essential in prevention (2)
  • unsuccesful interventions
  • Recommendation
A

− Most succesful interventions concentrate first on imporving the parenting and family system in general followed by imporoving peer realtions and academics
− charactersitics linked to delinq regardless of SES or ethnicity (poor parent monitoring, supervision, inconsistent discipline, lack of family cohesion)
−focusing on interventions that will foster nurturing, health, family enviro’s
−Research also shows that emotional closeness and family cohesion (child gets emotional support, adequate communication, love) are essential in prevention
−Thus far tho interventions have been unsuccessful in utilizing peer groups as effective change agents in modifying antisocial behaviors; peer focused can actually have unintended neg effects if they require increased contact with antiscoail peers (found that putting high risk teens in gorups together encouraged tobacco and problem behaviors in school)
− Recommend not to use programs that use antisocial peers as change agents unless carefully designed

41
Q

Summary: successful programs focus on (3)

A

Focus on imporving positive social and prosocial skills, enhancing academic and learning skills and promoting self-esttem

42
Q

Classification of Prevention and Intervention Programs

  • many have if?
  • 3; based on?
  • classifications provide? (ex)
A

− Many programs tried with adolescents over past 30 years but few have been submitted to rigorious evaluation; most have failed if we use future offending or longeterm positive outcomes as criteria
- Three categories of treatment; they are similar to the public health model of prevention proposed by Gordon
1. Primary (universal) Prevention
2. Selective (secondary) Prevention
3. Tertiary (treatment) Prevention
−provides structure but often they overlap bc many programs target a mix of populations (Ex: Project Headstart developed as a catch up edu program for eco disadvnataged families was considered a primary prevention program but evolved into broader program that helps a wider socioeconomic specturm; bc some may be a serious “at-risk” child, the programs may be considered a selective one

43
Q

Primary Prevention

  • is, implemented (ages/grade), where?
  • most require?
  • programs; ex of approach
  • past approach vs now
  • extremely effective is development of?
A

designed to prevent delinquent behavior before any signs emerge. Often implemented before age 7 or 8. Typically conducted in school or prek and focus on large groups of children regardless of their possiblility in risk of delinquency. Most cases, target all children in particular geo setting (school) wihtout any further selection criteria
- Many require promulagation of far reaching policies and procedures with have legislative funding
- widespread programs to enhance prenatal care, maternal infant care, family management programs for prek. Example of this approach: developemnt of resilence in young children before school entry or soon after entry
−In past, programs tired to to focus on reducing or eleminating risk factors that children face during formative years; however recent years there is a shift emphasizing development of protective factors (resilience)
−Development of resilience extremely effective method for primary and selective prevention and treatment

44
Q

Enhancement and development of resilience

  • AKA programs
  • Resilience is
  • most effective prevention programs promote (3)
  • to develop resilience (3)
  • risk factors in programs
  • equilibrium (ex: girls at risk of delinq)
  • girls successful in school
A

−programs designed to foster and maintain resilience in youth also known as strenght-based programs
− Resilience is made up of ordinary (rather than extraordinary) processes and that avg child can be taught
− Prevention programs that promote cognitive and social competencies, imporve child-rearing practices in family, and foster development of effective social support systems most likely to be effective in long run
− Strategies to develp resilience include enhancment of childs strengths and interests, reduction of risk or stressors, faciliation of protective processes
− Risk factors hard to change; Children who at risk have been exposed to aversive events that often cant be reversed (include dire eco situatios, abuse, rejection by peers, trauma) this is why researchers advocate to help youth learn how to manage their risks
−no single means of maintaining equilibrium following highly aversive events but multiple pathways to resilience (ex: most prominent resili factor in girls at risk of delinq was academic motivation, desire to go to college, absence of sub abuse, feeling loved and wanted, belief that teachers treat fairly, parents trusting them and religion.)
−Girls who were succesful in school more likely to comit property offense during young adulhood; strongest protective factor was extent to which girl felt she had caring adults in life

45
Q

Waaktaar, Christie, Borge, Torgerson Study: how resilience or protective factors could be used to help at-risk youth
- 4 resil factors

A

avg youth was 12 years old, from diverse cultures and over 1/3rd girls who had all expereienced serious life stressors and not getting satisfactory help. Researchers target four resili factors for therapuatic intervention; positive peer interactions, self-efficacy, creativity, and coherence. Found that child therapy focusing on these four has potentional to increase resilience

46
Q

Project SELF

- in order to improve resili

A

Example of culturally sensitive program for resili development, a school curriculum designed to promote self-esteem, self-efficacy, improved prob solving, in inner city fourth graders. What really made a differnce was the program’s focus on students own ancestorl history, beliefs, values and choices thru the curriculum. In order to imporve resili, children must touch base with cultural identity

47
Q

Selective Prevention

  • is?
  • example of selective prevention project
  • example in juv justice system
  • advantage
  • disadvantage
  • Tremblay and Craig: whats most successful (3)
  • diversion programs
  • high risk children identifiable by (school year)
  • advantages over universal ones (3)
  • prevention methods must
  • prev vulnerable to delinq (2)
A

children and adolescents who are at high risk and display ealry signs of antisocial behavior but have not been classificed delinq by court. Bassic assumption is that early detection/intervention will prevent them from graduating into more serious, persistnet offeding
- Ex: {Perry Preschool Project in 1962, organized edu program directed at cognitive and social development of young children considered high risk of delinquency and school failure
- Ex: (Juvenile diversion which diverts first time offenders from formal court processing but places them in short term programs to discourage them from reoffending
- they focus on youth that should beneift most from these services; effort most concentrated on those at risk
- they isolate and label children as potentioal problems and create self fulfilling prophecy
− found that selective programs with at risk youth tend to be succesful when intervention aims at more than one risk factor (child’s disruptive behavior, aggression, parenting), lasts for long period (more than one year) and implememted before adolescence. Must be quality time and more intensive the better
−Diversion programs can be effective depending on what appraoch taken. Diversion from standard prosecution is now standard part of crim justice process; with juvies, diversion often accomp by sub abuse or mental health treatment
-High risk children can be identified with accuracy at least by beginning of elementary school
− Selective programs can be more efficient, more intensive, more focused than universal ones
− Prevention methods must span from childhood to adolescence bc new risk factors emerge at each new developmental stage
− About 7 million youth partic vulnerable to delinq, gangs, crime, violence; additional 17 million are moderate risk of dropping out for either bullying or suicide

48
Q

Tertiary (treatment) Prevention

A

“treatment bc designed to reduce serious habitual antisocial behavior by adjudicated delinqs. Usually those fully involved delinquents have been referred by psychological care or placed in residential correction facility, training schools or rehabilitation centers

49
Q

The Fast track experiment

  • is
  • based on
  • high risk children (grade)
  • phases (2)
    1. 6
    2. 4
  • results (parents too)
  • however
A

− Is a multisite, mulitcomponent prevention program for young children at high rsik of long-term antisocial behavior. It is a two-pronged project: participants both high-risk (selective prevention) and all children in school grades 1-5 (universal)
− Based on developmental pathway theory and is longitudinal in design; posits that multiple influences interact in development of antisoial behavior
− Children in high risk began to show persistent serious antisocial behavior in early childhood (before first grade)
-Program has 2 phases: elementary schools (1-5) and adolescent periods (grades 6-10)
1. Elementary phase addresses 6 areas of risk and protective factors: parenting, child social problem-solving and emotional coping skills, peer relations, class room atmosphere, academic achievement with focus on reading, and home-school relations
2. Adolescent phase focuses on 4 areas assoc with succesful adjustment: peer affiliation and peer influence, academic orientation and achievment, social cognition and identity development, and parent and family relationships. Protective role of parent superviosion also emphasized
− Results showed that children in high risk group relative to control children progressed in acquistion of most skills deemed to be protective factors. Parents in the programs also showed more warmth, consistnet discipline, self-efficacy, positive school involvment
− However, fast track study faced many challenges and discovered how difficult it is to overcome effects of dangerious crime-ridden neighborhoods and influences of impovershiced families with parent psyhopahtology and sub abuse

50
Q
  • Treatment programs with considerable promise (2 if)
  • psych perspective of effective treatment
  • outpatient clinics
  • literature on treatment (limited usefulness)
  • restrictive interventions
A

− Treatment programs that concentrate on self-regulation skills and changing thought processes hold considerable promise if it includes family, school, peers and community
− Also apparent from pscyh perspective that most effective treatment for both juvies and adults based on the RNR (risks, needs, responsivity) approach (CBT appraoches fit the RNR principles)
− Commonly juvenile court refers delinq to outpatient mental health clinic for counseling; relies on one-on-one approach. Treatment provides corrective experience by providing insght and exploring new behaviors
− Literature suggests that treatments that fouces primarly on changing indvid charactersitics (cognistions) without also targeting relevant factors with caregivers (parental monitrong) peers, and school might be of limited usefulness
- such as residiential and incarceration not effective and expensive; incarceration may not even serve as community protection

51
Q

Traditional treatments for LCP’s

  • is
  • often
  • however
A

-have had lil success whether in community or residential setting; treatment programs that have worked on mild limited offenders more unsuccesful when applied to LCPs
− The poor track record with LCPs has promted some professionals to resist providing rehaviitation services to the serious offender
− However, rehaviliation and treatment in LCPs often too simplistic such as focusing only on individual and not recognizing influences (family, peer, school) that promote behavior

52
Q

Residential treatment

  • traditional form (AKA)
  • youths in it (3)
  • research demonstrates compared to?
  • Lipesy and Wilson evaluation of programs (% reoffense rates)
  • most effective (3 keys) (%) ineffective?
A

is juvenile “training school” or rehabilition center where youths are incarcerated for extended periods of time, sometimes until adulthood; typically physically secure and maybe last stop for youths
-Youths in residential have high rates of sub abuse, emotional distrubance, low academic achievment
− Research not encouraging; studies demonstrate that inacarcerated offenders in residential treatment have higher rates of crime after release than counterparts who get intensive family community treatment
− evaluated effectivness of 200 treatment programs for serious juv offenders both institutionalized and non; no one treatment showing superiority; avg program for both produced 12% reduction in subsequent reoffesne rates. -Most effective programs (teaching family home, interpersonal skills development) able to produce 40% reduction while some (wilderness challenge/vocational programs, milieu therapy) larely ineffective. Most effective ones inlcuded key components of focusing on social skills, parent management, and family support.

53
Q

Nontraditional treatment: boot camp

  • model/year
  • AKA, is?
  • states with them
  • project demos
  • goals of boot camp (7)
  • demos were? included what youths?
  • results (%) improvements?
  • aftercare
  • 3 year follow up
  • aftercare results
A

−Boot camps for juvies modeled after adult correctional model that emerged in 1980s
−Also called “shock incarceration”, short term intensive military style program intended for nonviolent offenders; intended to be more rehabilitative in nature offering for ex sub abuse treatment along with community follup up (after shock)
−By early 1990s, 10 states opened boot camps
−Office of Juv Justice and Delinq Prevention funded demo projects at 3 sites to develop and evaluate boot camp for ages 13-18
1. Serves as cost effective instituitional alternative
2. Promote discipline thru physical conditioning and teamwork
3. Instill moral values and work ethic
4. Promote literacy and increase academic skills
5. Reduce drug use
6. Encourage them to be productive lawabiding ppl
7. Ensure they are accountable for actions
− In the 3 funded demo’s the boot camp was 90-days that was focused on military drills, discipline, physical conditioning including uniforms with rehabilitative activities (edu, life skills, counseling, sub abuse)
− wide range of offenses but exluded violent ones
−In all 3 sites showed short term success during residential phase, at least 80% of boys graduated and improved in edu, physical fitness, behavior and respect for authority, self-disciplin, teamwork
Youth rate exp positivley but results short lived
−Aftercare of program was discouraging; some provided were aftercare centers, mainstreaming into local boys clubs, academic instruction, drug counseling, support services
−In one year follow up all 3 reported high rates of noncompliance, absentism, and new arrests
−No site graduated more than 50% of its after care ppl and terminations were common caused by new arrests in two sites

54
Q
  • how many in US

- 3 styles

A

−By 2008, there was approx 50 public and private camps in US with most privately operated
− Three identifable boot camp styles (military drilling, rehabilitative, edu/vocational model) majority however still focus on military drill which focuses on discipline as central theme

55
Q

Community Treatment: MST With Serious Offenders

  • MST
  • by
  • major focus
  • adressess/counselors?
  • prevalence of MST /year started
  • time of MST
  • based on/focus
A

Multi systematic therapy (MST) focuses on family unit and can include both serious delinqs and siblings
−developed by Scott Henggler for serious juv offenders, responsive to many social systems influencing behavior; MST is action based program in that it tries to get family involved to take action rather than just talking
− Major focus of MST is family and major part of treatment is family involvment
− Addresses cognitive and systematic (family, peer, school) that are assoc with risk factors; counselors and families work together to identify both strenghts and prob areas. Also helps youth in interpersonal skills that hinder acceptance by peers and developing parental monitoring with effective communication
− Since its start in 1970s, more than 450 operating in 30 states and 11 nations serving more than 15000
− MST is intensive time limited form of intervention where therapists have daily contact for 60 hours over four months; caseload small (avg 4-6 families)
− To extent MST based on systems model by Bronfenbrenner
Basically focuses on strenght of family

56
Q

First study of MST

  • results of rearrest/incarceration (%) (rearrest rate)
  • Borduin: long term effects of MST comparison (%s)
  • Overall MST reduces (4)
  • 2 critical factors for success with antisocial behavior
  • Devoc: important aspect targeted
  • Longest follow up of MST (%’s comparison)
A

results showed they were less likely to be arrested or incarcerated by 64% during 59 week followup compared to community services; also less aggressive with peers. Lowest rearrest rate held for 2.5 years after treatment
− compared to individu therapy in 176 juv offenders at high risk of committing crime. Four year follow up on rearrest data showed MST more effective in preventing future crime including violent; reduced by 63% over four years. MST’s had 54% fewer arrests and 57% fewer days in confinement
− Numerous trials show MST reuces youth criminal behavior, sub abuse, psych symptoms and out of home placements and imporves family relations/school
1. changes in caregiver’s discipline and 2. reduction in youth assoc with deviant peers
− for improvement in parental discipline is parental sense of competence; it enhances faith in own ability to parent in terms of warmth, affection, supervision, approp discipline
− Longest follow up sutdy on MST found after 22 years positive impact of therapy still significant; they were less likely to be arrested for felonies than others (34% vs. 54%)

57
Q

Pennsylvania Law

  • min age youth adju; however
  • excluded from delinquent act
  • excluded from juv court
A
  • Minimum age youth can be adjudicated delinquent is 10 yrs (Under age of 10 may be defined as dependent children)
  • Specified felony offenses, committed w/ deadly weapon, by individual age 15 or older are excluded from definition of delinquent act
  • Anyone charged w/ murder is automatically excluded from juvenile court jurisdiction, regardless of age
58
Q

Supreme court cases:

  1. Roper vs. Simmons
  2. Graham vs. Flordia
  3. Miller vs. Alabama
A
  1. abolished death penalty for convicted killers less than age 18; violated 8th amendment
  2. prevents life sentence w/out opportunity for parole for non- homicide offenses by juveniles; violeated 8th amendment, neurological development has not finished in prefrontal lobes
  3. Abolished mandatory life sentence w/out possibility of parole for juveniles



59
Q

Juvenile Arrest Trends: 2010 in US

  • how many arrests
  • how many female % (violent)
  • younger than 15 %
A
  • 1.64 million under 18
  • 30% (18% of the 30 violent)
  • 27%
60
Q

Missouri Rosa Paves Center

A

New treatment model, juv jail on college campus

Forensics (24 decks)

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