Juvenile Justice System
Semester Hours Credit: 3
Lecture Hours: 48
09JUN14 – 21 JUL14 1730-2130
Larron White
Office Hours:
3689-0304
INSTRUCTOR BIOGRAPHY
Hello, my name is Larron White. I am 40 years old and was born and raised in Atlanta, Ga. I am a Commissioned Officer in the United States Navy and I have been in the US Navy for 22 years. I am Security Officer and served as an enlisted service member for 15 years where I worked as a k-9 handler. My duty stations include: USS WASP, USS EISENHOWER, Naval Station Roosevelt Roads Puerto Rico, Naval Air Station Key West, Naval Support Activity Bahrain (twice), Naval Expeditionary Guard Battalion Guantanamo Bay Cuba and NCIS. I have four kids ages 23, 22, 18 and 10. My hobbies are traveling, reading, and working out. I love all kinds of sports and my favorite teams are the Atlanta Falcons, Atlanta Braves, and OKC Thunder.
I. INTRODUCTION
A. This course is a study of the juvenile justice process. Topics include specialized juvenile laws, role of the juvenile law, role of the juvenile courts, role of police agencies, role of correctional agencies, and theories concerning delinquency.
B. This course is not chronologically dependent upon other Law Enforcement courses. It is a required course for the Associate of Applied Science in Criminal Justice degree program.
C. This course is occupationally related and serves in preparation for careers in criminal justice, law enforcement, and corrections.
D. Prerequisite(s): (None)
II. LEARNING OUTCOMES
Upon successful completion of this course, Juvenile Justice System, the student will:
- Describe the juvenile law and the role of juvenile law and the role of juvenile courts.
- Explain the roles of police and correctional agencies concerning delinquency.
- Review and contrast the theories of delinquent conduct.
III. INSTRUCTIONAL MATERIALS
A. Taylor, Robert W. & Fritsch, Eric J. (2011), Juvenile Justice: Policies, Programs, and Practices, McGraw-Hill, NY, 3rd Edition.
B. References:
- Champion, Dean J, The Juvenile Justice System: Delinquency, Processing, and the Law, 4th Ed, Upper Saddle River, NJ: Prentice Hall, 2004.
- Kratocoski, Peter C., Lucille Dunn Dratcoski, Juvenile Delinquency, 5th Ed, Upper Saddle River, NJ: Prentice Hall, 2003.
- Chesney-Lind, Meda, Randall G. Shelden, Girls, Delinquency, and Juvenile Justice, 3rd Ed, Belmont, Ca: Wadsworth, 2003.
- Shelden, Randall G., Sharon K. Tracy, William B. Brown, Youth Gangs in American Society, 3rd Ed, Belmont, Ca: Wadsworth, 2003.
- Clement, Mary, The Juvenile Justice System: Law and Process, 2nd Ed, Woburn, MA: Buttersworth-Heinemann, 2001.
- Cox, Steven M., John J. Conrad, Jennifer M. Allen, Juvenile Justice: A Guide to Theory and Practice, 5th Ed, New York, NY: McGraw-Hill, 2003.
- Siegal, Larry and Joseph Senna, Juvenile Delinquency, 8th Ed, St. Paul, MN: West Pub, 2002.
IV. COURSE REQUIREMENTS
A. Your first responsibility is scholarship. The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make.
B. You should attend class regularly and be prepared to participate in classroom discussions and to take unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course. Please refer to ‘Class Attendance and Course Progress’ under the Academic Policies section in our current CTC Course Catalog: http://www.ctcd.edu/catintro.htm
C. You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-cram policy. Your course grade is not determined solely by exam grade. Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation.
D. From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups. You are expected to read all assignments and fulfill your responsibilities to any group assignment.
E. You are expected to read all assigned material and bring your textbook/reading materials to class. Keep informed on all assignments, especially after an absence.
F. Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material.
G. Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:
Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources.
Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.
Cheating: Giving or receiving information on examinations.
H. Special Work: A term paper or other project, per requirements of the instructor, will be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.
V. COURSE FORMAT – Hybrid with BLACKBOARD
This course has been developed as a hybrid course. Hybrid courses combine face-to-face classroom instruction with assignments and interaction with instructor via email. It is the student’s responsibility to make sure that they have access to Blackboard and that they are familiar with the contents and assignments.
The course will meet every Monday for six weeks for a four-hour session. In addition, instructional strategies will include weekly online discussion boards to develop case studies and group collaboration/projects.
VI. EXAMINATIONS
A. There will be a minimum of two major examinations and a written paper or project
as follows:
1. Mid-term exam on 23JUN14
2. Final exam on 14JUL14
3. Team Project 07JUL14
- A student must be present for all examinations. Students who know in advance that they will be absent from an examination due to valid reasons must arrange to take an early examination. Unexpected absences due to illness or extenuating circumstances will require the student to see the instructor about individual make-up work.
- Students without excused absences will be given a zero for the missed examination.
- Examinations will consist of (true/false, multiple choice, fill in-the-blank, and
matching). Students must be able to communicate both orally and in written form,
thus some questions requiring the composition and writing of an essay answer will
be required.
- Teams will choose from the given topics and prepare 10-slide power point presentation. The power point must provide a thorough overview of what your topic is about. The team can use data, pictures, interviews from professionals, or personal experiences to complete the presentation.
VII. SEMESTER GRADE COMPUTATIONS
The final grade in this course will be based on the following:
Attendance & in-class participation 60 points (10 points per class session)
Online participation 42 points (2 points for each post)
Team Presentation 100 points
Midterm exam 100 points
Final exam 100 points
Total possible points: 402
POINTS GRADES
402-370 = A
360-325 = B
324-285= C
284-269= D
Less than 269 = F
Ten points are deducted for each unexcused absence. Military assignments or unavoidable circumstances will be evaluated upon notification of the instructor.
VIII. NOTES AND ADDITIONAL INSTRUCTIONS FROM COURSE INSTRUCTOR
A. Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details, at http://europe.ctcd.edu/library/catalog.php.
B. GoArmyEd students should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal.
Please note: a military withdrawal does not override CTC’s grading policy.
For self-pay students, refunds are computed from the date the Application for
Withdrawal or Refund is filed with the CTC Field Representative or designated Student
Services Officer. Special conditions apply to students who receive federal, state, and/or
institutional financial aid.
Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students.
C. Course Withdrawals, Student Responsibilities: It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Field Representative or the Student Services Officer for that region.
Applications for Withdrawal will be accepted at any time before the completion of 75% of the course, after which time the student will be assigned an “FN”- “Failure for Non-attendance.”
D. Incomplete / Course in Progress Grade Policy: An “IP” or “Incomplete” grade may be assigned by an instructor if a student has made satisfactory progress in a course with the exception of a major quiz, final exam, or other project. The “IP” grade may also be assigned based on circumstances beyond a student’s control, such as personal illness, death in the immediate family, or military orders. Notice of absences, with supporting documentation, may be required by the instructor. The instructor makes the final decision concerning the granting of the incomplete grade. With an “Incomplete” grade, students are required to complete a set amount of work before the instructor will submit an official letter grade. This date can be determined by the instructor but must be within 45 days of the course end date. After completion of the work the instructor can then change the grade of “IP” to the appropriate letter grade. If this work is not completed by the specified date the instructor will change the grade to “F”.
E. Cellular phones, beepers, and other electronic devices will be turned off while the student is in the classroom or laboratory unless the student is using the device for class purposes. No texting or social networking is allowed during class.
F. Instructor Discretion: The instructor reserves the right of final decision in course requirements.
G. Civility: Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.
IX. COURSE OUTLINE
Note:
The instructor has the right to change the course schedule. Any changes will be announced in class. If the student misses a class period and changes are announced, it is the student’s responsibility to receive the missed information from a classmate or the instructor.
Hybrid courses combine face-to-face classroom instruction with assignments and interaction via the internet. It is the student’s responsibility to make sure that they have access to internet so that they may email the instructor. The class is broken down into six sessions. See below for course outline.
Session 1- (09JUN14 – 15JUN14) Intro and Chapters 1 & 2
i. Class will meet face-to-face (09JUN14 from1730 to 2130)
ii. Online assignment/project
A. Chapter 1, The Juvenile Justice System
1. Unit objectives: Upon successful completion of this unit, the student will:
a. Describe the jurisdiction of the juvenile court.
b. Explain what is meant by delinquency.
c. Explain what is meant by status offences.
d. Compare the ways in which the various states define a juvenile.
e. Identify and define the unique terms used in the juvenile justice system.
f. Outline the three major steps in the juvenile justice process.
g. Describe the five decision points in the juvenile justice process.
h. Compare and contrast the juvenile and criminal justice system.
2. Learning Activities:
a. Discuss course requirements and activities
b. Classroom lecture/discussion
c. Reading assignment: Chapter 1
d. Homework and other assignments designated by the instructor
B. Chapter 2, History of the Juvenile Justice System
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Describe how juvenile offenders were treated by the law throughout
history.
b. Identify the early institutions of juvenile justice.
c. Explain the forces behind the creation of the juvenile justice system in
the United States.
d. Outline the three major historical periods in juvenile justice.
e. Identify assumptions of the due process model of juvenile justice.
f. Describe how changing assumptions affect the juvenile justice system.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 2
c. Homework and other assignments designated by the instructor
Session 2- (16JUN14 – 22JUN14) Chapters3 & 4
i. Class will meet face to face (16JUN14 from1730 to 2130)
ii. Online assignment/project
C. Chapter Three: Chapter 3, Juvenile Crime, Criminals, and Victims
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Identify three main ways that juvenile crime is measured in the United States.
b. Analyze strengths and weaknesses of victimization surveys and self
reports for juvenile crime.
c. Demonstrate an understanding of juvenile crime and victimization in the
United States.
d. Describe the concepts of risk factor and protective factor.
e. List the various risk and protective factors and explain how these relate to
juvenile delinquency.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 3
c. Homework and other assignments designated by the instructor
D. Chapter 4, Choice, Deterrence, Biological and Psychological Theories
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Contrast the classical and positive schools of criminological thought.
b. Understand choice theory.
c. Understand deterrence theory.
d. Explain Lombroso’s atavism theory and Sheldon’s somatotype
theory.
e. Summarize twin and adoption studies.
f. Describe biochemical and neurological factors that impact
delinquency.
g. Identify the major arguments presented by psychoanalytic theory.
h. Describe the relationship between moral development and delinquency.
i. Summarize the three major learning theories.
2. Learning Activities: