EXAM ONE

CHAPTERS 1-4

EXAM REVIEW QUESTIONS

CHAPTER ONE - REVIEW AND DISCUSSION QUESTIONS

  1. Who is a juvenile? Discuss all considerations involved in defining who is a juvenile.
  1. What is juvenile delinquency?
  1. Distinguish between delinquents and status offenders.
  1. Define parens patriae. Why is this concept important to understanding juvenile justice?
  1. What is the most frequent “upper age of jurisdiction” in the United States? What does that term mean?
  1. Who is subject to the scope and jurisdiction of the juvenile justice system?
  1. In your opinion, why do most adjudicated delinquents receive probation instead of institutionalization?
  1. List the five major stages in the juvenile justice process.
  1. In your own words, what is the “controversy of culpability?”
  1. What is the difference between dependency and neglect?

CHAPTER TWO - REVIEW AND DISCUSSION QUESTIONS

  1. According to the ClassicalSchool, what is the cause of delinquency? List and discuss several potential problems with this explanation of delinquency.
  1. What is the major way in which the ClassicalSchool differs from the PositiveSchool?
  1. In your own words, define determinism. What would be the difference between biological determinism and environmental determinism?
  1. How is Robert Agnew’s General Strain Theory an improvement over Robert Merton’s theory?
  1. Evaluate Albert Cohen’s strain theory on status and acceptance. Do you believe this is a logical explanation of delinquency? Does this theory do a good job of explaining delinquency committed by juveniles from the middle and upper-class?
  1. How has the labeling perspective been important to the operation of the juvenile justice system?
  1. What would be some traits with someone with “low self-control?” Do you believe that low self-control is adequate as an explanation of delinquency?
  1. Make a list of the benefits and drawbacks of official data and self-report data for measuring the extent of juvenile offending. Which measure do you feel is the best for measuring juvenile offending? Explain.
  1. What is the major weakness of the NCVS for measuring juvenile offending and/or victimizations perpetrated by juveniles?
  1. While a good predictor of a juvenile becoming a criminal is whether they were a delinquent, is it always going to be the case that delinquents grow up to be criminals? Explain. Do you agree with Robert Sampson and John Laub that people can change the path they are on as a result of transitions that give someone “social capital?” What are some things that juveniles might value as “social capital?”

CHAPTER THREE - REVIEW AND DISCUSSION QUESTIONS

  1. What is one form of juvenile conduct under police scrutiny that is usually never under scrutiny for adults?
  1. What Supreme Court case governs the stop and frisk of persons? What level of proof must a police officer have to stop and frisk an individual?
  1. What are three legal factors that influence the decision to take a juvenile into custody?
  1. What are three factors that should never constitute the basis of whether a juvenile is arrested or not?
  1. Discretion ______as crime seriousness increases.
  1. What standard must public schools officials have to search a student?
  1. Miranda warnings must be given when a person is under custodial interrogation. Explain in detail what “custodial interrogation” entails.
  1. What are some factors that a court should consider under the totality of circumstances test to determine if a juvenile waiver was intelligent and voluntary?
  1. Describe a situation where a stop and frisk based on reasonable suspicion may turn into probable cause for an arrest.
  1. Cite and explain three reasons why requiring the presence of a parent might be a good idea before a juvenile can intelligently and voluntarily waive their Miranda rights.

CHAPTER FOUR - REVIEW AND DISCUSSION QUESTIONS

  1. What types of information do intake officers gather when deciding to dismiss, divert or file a delinquency petition?
  1. Why do prosecutors play a larger role during intake today than in the past?
  1. What is a critical stage? Why have some courts decided that intake is not a critical stage?
  1. What is the significance of the Minnesota v. Murphy decision concerning the admissibility of intake information during adjudication proceedings? Should this case apply to juvenile intake conferences? Why or why not?
  1. What is the general rule concerning the admissibility of information gathered at intake during an adjudication hearing?
  1. What is diversion? What are some benefits of using diversion for juveniles and the juvenile court?
  1. Must juvenile justice authorities enter into a diversion agreement with a “qualified” juvenile? Why or why not?
  1. Why is it not considered double jeopardy when a juvenile fails at diversion, is removed, and is subsequently adjudicated in juvenile court?
  1. Do you agree with the reasons cited stating that diversion may promote further contact with the juvenile justice system? Can you think of any other ways diversion may promote further contact with the juvenile justice system?
  1. Discuss the goals of diversion. How might diversion contribute to net-widening?