JD2001: The Evolving Definition of Juvenile
Analyze the qualifications for juvenile distinction in the criminal justice system.
Written Response Submission Form
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Instructions
Write your responses where it reads “Enter your response here.” Write as much, as needed, to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.
Item 1
Respond to the following questions:
- How did juveniles become a distinct legal and social age group?
- What was the role of the education system in this process?
Your response should be 250 to 300 words in length.
Your Response
Enter your response here.
Rubric
| 0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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| Delinquency Defined | |||
| How did juveniles become a distinct legal and social age group?
LO1: Analyze the evolving distinction of juvenile in the criminal justice system
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Response is not present. | The response does not describe how juveniles became a distinct legal and social age group, or only one aspect (e.g., legal or social) of the change is described.
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The response accurately describes how juveniles became a distinct legal and social age group.
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| What was the role of the education system in this process?
LO2: Analyze the role of the education system in the evolving distinction of juvenile in the criminal justice system
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Response is not present. | The response does not connect to the previous response and/or does not explain how the education system contributed to juveniles becoming a distinct legal and social age group.
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The response expands upon the previous response by explaining how the education system contributed to juveniles becoming a distinct legal and social age group.
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Item 2
Respond to the following questions:
- How do courts treat adults and juveniles differently? Explain why.
- How do intervention strategies differ between adults and juveniles? Explain why.
- To what degree Is the U.S. unique in its treatment of juveniles?
Support your responses by referring to the learning resources.
Your response should be 250 to 300 words in length.
Your Response
Enter your response here.
Rubric
| 0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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| Juvenile Delinquency and Reporting | |||
| How do courts treat adults and juveniles differently? Explain why.
LO3: Compare treatment of juveniles and adults in the court system
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Response is not present. | The response does not explain how and/or why the courts treat adults and juveniles differently.
The response does not support reasoning from the learning resources.
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The response explains how and why the courts treat adults and juveniles differently.
The response supports reasoning by drawing upon the learning resources.
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| How do intervention strategies differ between adults and juveniles? Explain why.
LO4: Compare intervention strategies for juveniles and adults in the criminal justice system |
Response is not present. | The response does not explain how and/or why intervention strategies differ between adults and juveniles.
The response does not support reasoning from the learning resources.
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The response explains how and why intervention strategies differ between adults and juveniles.
The response supports reasoning by drawing upon the learning resources.
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| To what degree Is the U.S. unique in its treatment of juveniles?
LO5: Compare the treatment of juveniles in the U.S. with other nations
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Response is not present. | The response does not explain adequately how the U.S. differs in its treatment of juveniles.
The response supports reasoning by drawing upon the learning resources.
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The response explains how the U.S. differs in its treatment of juveniles.
The response supports reasoning by drawing upon the learning resources.
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Item 3
First, read the following scenario:
A high school freshman creates a fake social media account for the purpose of tricking another student. The fake account is used to show romantic interest in the targeted teen, and many deceptive techniques are used to make the targeted teen think that the fake account actually belongs to a real person. The holder of the fake account eventually reveals the trick, posting screenshots on a popular social media platform of embarrassing texts and admissions by the targeted teen. A few days later, the targeted teen waits for the cyberbully outside of school and physically attacks the cyberbully, sending the cyberbully to the hospital. The parents of the cyberbully want to press charges against the targeted teen.
Next, respond to the following:
- Recommend an approach for how one area of the criminal justice system should handle the juveniles involved in this scenario.
- Imagine that the same scenario played out among a group of college-aged adult coworkers at a restaurant. Explain how the same approach would or would not be relevant for adult offenders.
Support your responses by referring to the learning resources.
Your response should be 500 to 750 words in length. Hire Fix My GPA to help you complete your online class
Your Response
Enter your response here.
Rubric
| 0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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| Juvenile Delinquency | |||
| Recommend an approach for how one area of the criminal justice system should handle the juveniles involved in this scenario.
LO6: Recommend a criminal justice approach for a juvenile offender.
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Response is not present. | The response does not recommend an approach for how one identified area of the criminal justice system should handle the juveniles involved in the scenario.
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The response recommends an approach for how one identified area of the criminal justice system should handle the juveniles involved in the scenario.
The response supports reasoning by drawing upon the learning resources.
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| Explain how the same approach would or would not be relevant for adult offenders.
LO7: Compare treatment of juveniles and adults in the criminal justice system
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Response is not present. | The response does not explain how the same approach would or would not be relevant for adult offenders. | The response explains how the same approach would or would not be relevant for adult offenders.
The response supports reasoning by drawing upon the learning resources.
|
References
Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example:
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
| Mastery Rubric | No | Yes |
| Exceeds Expectations: Connections to Experience | ||
| Compares life experiences and academic knowledge to infer differences, as well as similarities, to concepts/ theories/ frameworks of fields of study | Responses do not integrate professional knowledge and experience from the criminal justice discipline when applied to contemporary processes and structures in the criminal justice system; and responses do not demonstrate an understanding of context, precedent, and history in the relationship between society and the field of criminal justice. Hire Fix My GPA to help you complete your online class | Responses integrate professional knowledge and experience from the criminal justice discipline when applied to historical and contemporary conceptions of juvenile delinquency; responses also demonstrate an understanding of how to distinguish between juvenile or adult classifications as they relate to criminal justice processes. |
Professional Skills Building
The faculty Assessor will provide feedback based on the following Professional Skill: Written Communication. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed. If you are concerned that your writing will not meet these expectations yet, reach out to your Faculty Subject Matter Expert (SME) so he or she can work with you to further develop this important professional skill.
It is highly recommended that you use this opportunity to practice these important skills in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.
| Written Communication: Write with clarity, coherence, and purpose. | |||
| 0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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| LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills) | Sentences are incoherent and impede reader’s access to ideas. | Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas. | Sentences structure effectively conveys meaning to the reader. |
| LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) | Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. | Some inaccuracies in grammar and mechanics limit reader’s access to ideas. | Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
| LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) | Paragraphs, or lack of paragraphs, impede reader’s access to ideas. | Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. | Main idea and/or supporting paragraphs effectively convey meaning to reader. |
| LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) | Supporting materials are not present. | Supporting material is used inconsistently or inappropriately. | Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
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| LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills) | Ideas are disorganized with no/poor transitions. | Ideas are loosely organized with unclear paragraphing and transitions. | Ideas are organized with cohesive transitions. |
| LO6: Identify sources (AWE 2; Credit to source) | Sources are missing. | Writing inconsistently identifies or misrepresents sources. | Writing clearly identifies the source of nonoriginal material and/or ideas. |
JD2001: The Evolving Definition of Juvenile Answer.
Juvenile delinquency is a violation of criminal law by minors. A juvenile delinquent, therefore, is a minor who has committed a crime. The House of Refuge was the first institution of juvenile delinquency in the United States way back in 1825 (Lawrence & Hemmens, 2008). The House of Refuge was intended to prevent putting together seasoned offenders with children. This is with the argument that this might increase the chances of the kids becoming adult criminals. With the help of the Society for the Prevention of Pauperism, the House of Refuge was set to be a model of a school rather than a place of punishment. Later on, the House of Refuge changed to special correction programs for juveniles. The juvenile correction institutions protect juveniles from contact with adult criminals, just like the House of Refuge. To focus more on rehabilitation, the juvenile institution is called youth development centers of training schools (Siegel, 2016). Through the creation of juvenile courts, the juvenile became a distinct legal and social age group. This is through different roles between adult courts and juvenile courts. Juvenile courts are modeled with the aim of guiding and helping juvenile delinquents. The court focuses more on the offender more than on the offense. For instance, juvenile courts cannot impose the death penalty and there is age limit on confinement.
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