Numeric Grade  22  30  pts Letter Grade  The following qu.docx

Numeric Grade:  22 / 30  pts
Letter Grade: 

The following questions should serve as a guide for your entry:

· What is one group (racial, ethnic, sexual orientation, gender, religious, social class, etc.) with which you feel you can identify in terms of belonging to this group?

· Would you consider this group a majority or minority group? Why?

· How important is this group identity to you? If it is very important, what do you think makes it important? If it is not, why do you think it is not important to you?

· In what way or ways might this group identity help to shape your view of the world?

· How is your ability to be objective about minority-majority issues influenced, either positively or negatively by this group identity?

Comments:

Carl, you’ve done a very good job on your first journal entry and your application of the concepts of “machismo” and objectivity. See my comment on the definition of minority. Are Hispanics considered a minority only due to their numbers? Other relevant concepts that might apply to what you’ve written here might be symbolic interaction and cultural differentiation.  
You needed to apply two theories this week. You might have used social identity theory to explain your feeling of comfort around those like you in terms of the ethnicity and social status. You might also have used Interactionist theory to explain the process of cultural transmission of Hispanic norms and values, especially those that apply to Hispanic males as well as to explain why skin color may be significant in the U.S. while it is not as significant in Latin American countries.  Interactionists would also suggest that taking one’s time may be interpreted as being lazy in the US and this might result in conflict. Our culture shapes our perceptions and in turn, this influences how we react to those who are not like us in certain respects. Your APA format is very good overall. If the information cited is quoted material, then you also need to include the page number on which the quoted material is located. 
As noted in the instructions, these journals are “practice” for the paper. They are meant to help you in applying concepts and theory, so be sure to follow my comments and the feedback I give you each week. Review the rubric below to see where you need to concentrate on improving your entries. If you do not understand something, please contact me. Thanks! Instructor C :-)
The ethnic group with which I feel I can identify in terms of belonging to this group is Hispanic. I would consider this group to be a minority group and so does society. Although Hispanics have grown significantly in numbers throughout the United States their numbers as far as population goes are still low in comparison to others in the United States[k1] . Hispanics have grown to be the largest minority group in the United States (Parrillo, 2011). Being Hispanic to me is very important. It signifies who I am and what I am about. One thing that makes this identi.

1. Numeric Grade: 22 / 30 pts
Letter Grade:

The following questions should serve as a guide for your entry:

· What is one group (racial, ethnic, sexual orientation, gender,
religious, social class, etc.) with which you feel you can
identify in terms of belonging to this group?

· Would you consider this group a majority or minority group?
Why?

· How important is this group identity to you? If it is very
important, what do you think makes it important? If it is not,
why do you think it is not important to you?

· In what way or ways might this group identity help to shape
your view of the world?

· How is your ability to be objective about minority-majority
issues influenced, either positively or negatively by this group
identity?

Comments:

Carl, you’ve done a very good job on your first journal entry
and your application of the concepts of “machismo” and
objectivity. See my comment on the definition of minority. Are
Hispanics considered a minority only due to their
numbers? Other relevant concepts that might apply to what
you’ve written here might be symbolic interaction and cultural
differentiation.
You needed to apply two theories this week. You might have
used social identity theory to explain your feeling of comfort

2. around those like you in terms of the ethnicity and social status.
You might also have used Interactionist theory to explain the
process of cultural transmission of Hispanic norms and values,
especially those that apply to Hispanic males as well as to
explain why skin color may be significant in the U.S. while it is
not as significant in Latin American countries. Interactionists
would also suggest that taking one’s time may be interpreted as
being lazy in the US and this might result in conflict. Our
culture shapes our perceptions and in turn, this influences how
we react to those who are not like us in certain respects. Your
APA format is very good overall. If the information cited is
quoted material, then you also need to include the page number
on which the quoted material is located.
As noted in the instructions, these journals are “practice” for
the paper. They are meant to help you in applying concepts and
theory, so be sure to follow my comments and the feedback I
give you each week. Review the rubric below to see where you
need to concentrate on improving your entries. If you do not
understand something, please contact me. Thanks! Instructor
C :-)
The ethnic group with which I feel I can identify in terms of
belonging to this group is Hispanic. I would consider this group
to be a minority group and so does society. Although Hispanics
have grown significantly in numbers throughout the United
States their numbers as far as population goes are still low in
comparison to others in the United States[k1] . Hispanics have
grown to be the largest minority group in the United States
(Parrillo, 2011). Being Hispanic to me is very important. It
signifies who I am and what I am about. One thing that makes
this identity important to me is its male image[k2] . Hispanic
males are raised to be good providers for family, be the strength
in face of adversity, be reliable, independent, and to protect the
families honor at all times (Parrillo, 2011).
“In most Latin American cultures skin color is less
important than social class as an indicator of social status”
(Parrillo, 2011, p[k3] . #). This view helps me to identify with

3. society in a viewpoint that the person’s quality is what makes
the difference and not where they are from or what color they
may or may not be. Another thing that has shaped my view of
the world is that I was brought up in the mentality that when
you take your time things will get done right. Hispanics have a
more casual attitude than others in the United States when it
comes to rushing and believe that it robs one of dignity
(Parrillo, 2011[k4] ).
It’s hard to say I can be objective about minority-
majority issues given my Hispanic background and upbringing.
I try to be as objective as I can but I think this has to do with
one’s level of education more than anything. It is my belief that
in any given culture or ethnic group that the most there are
those with a lesser degree of education who are severely
subjective about minority-majority issues due to their lack of
education about others.

Reference:
Parrillo, V. N. (2011). Strangers to these shores. (10th ed.).
Boston, MA: Allyn & Bacon
[k1]However, remember that in the context of minority-
majority relations, minority does not refer to numbers but to
other characteristics that distinguish a group from the majority.

[k2]“Machismo”?

[k3]Include the page number on which this quoted material is
found.

[k4]What theoretical perspective do you think explains the
points you’ve written in this paragraph? What do Inteactionists
say shapes our view of the world and of other groups?
Journal Week 2

· To what extent do you feel that your group identity influences
your day-to-day experiences and interaction with others?

4. · In what way or ways have your experiences with those of other
group identities helped to shape your own identity?

· What prejudices might you have? Do you feel these have
influenced you to act in a discriminatory manner toward others
based on their group identity? Why or why not?

· Have you experienced prejudice and discrimination due to
your group identity? What are experiences with others from
different groups that stand out in your mind as being very
positive or very negative?

· In what way or ways have you responded to prejudice and/or
discrimination? Have these been effective? Why or why not?
Fernando Pupo: Week 2 Journal
Numeric Grade: 25 / 30 pts

Letter Grade:

Comments:

Carl, you’ve done a very good job here of tying the research
you used to your example of discrimination. Another major
point made by the research that you might consider bringing out
in your core assessment is the idea that non-white
characteristics are usually defined as “deviant.” Deviance itself
is a social construction as explained using interactionist theory
and the labeling perspective. This would tie your research to a
specific theory. See my note on the prejudice you noted. A
specific example would have clarified this. Remember to
include the page number in your in-text citation when you are
quoting a source. Journal articles also have page numbers, just
as your textbook has them. *Submit your entry by the due date
to avoid a late penalty. Thanks and keep up the good work!

5. I feel my group identity has an influence on my day to day
interaction with others. I have been raised to respect my elders
no matter if they are wrong or right. I treat others with the
respect I deserve to be treated with. My experiences helping
others each day is a strong influence from my Latino
upbringing. I strive to help whoever I can in whichever way
possible. The “never let anything stop you” cultural upbringing
that I have does not leave room for me to not be able to help
with something. If there is desire, there will always be a way to
do things. That’s[k1] the way I see it and the way I was raised.
A prejudice I have is towards cultures who allow their children
to crash so to say in an “effort” to let them become mature[k2] ,
and adults on their own. I do act discriminatory at times
towards cultures like this because it goes against everything I
was raised and brought up on.


I have been discriminated against for being Hispanic by
people saying I can’t do things on my own, and that I would
always live in poverty like my ancestors before me. My
classmates in school would say derogatory statements about my
ethnicity saying I was a dirty field worker and there was no
need for me to be in school. I was told I was wasting valuable
classroom space and should go cut sugarcane and make them
drinks because they where thirsty. “By assigning expectation
states to status characteristics, one can observe the
differentiation of social relations into positive or negative
events” (Aguirre, 2004, p. 932[k3] ). School became
increasingly difficult to deal with because the other cultures and
ethnicities did not always treat me with the respect I deserved. I
kept my head held high as I was raised to do and kept pushing
forward.

6. Reference:

Aguirre, A. (2004). Profiling Mexican American identity:
Issues and concerns. American Behavioral Scientist, 47(7), 928-
922. Doi: 10.1177/0002764203261072. Retrieved from
http://abs.sagepub.com.pegleg.park.edu/content/47/7/928.full.pd
f+html



[k1]Watch comma splices. You have a tendency to separate two
independent clauses with a comma rather than a period.

[k2]This needs further clarification. What is meant by “crash”?
Do you mean that the parents believe it is appropriate to allow
their children to make mistakes in order to learn from those
mistakes? Are you saying that such parents might be using this
as an excuse to shirk their own duties as parents? A specific
example would be good here. What culture or cultures practice
this?

[k3]Include the page number where this quoted material is
located.


Journal Week 3
Fernando Pupo: Week 3 Journal
Numeric Grade: 30 / 30 pts

Letter Grade:

· How did your ancestors (or you) become part of this society?
What types of factors may have influenced their or your
decisions to come here?

· Did the way in which you or your ancestors became part of

7. this society influence the ability to assimilate? If so, why and
how? If not, why not?

· How do you feel the history of your identity group compares
to the history of your ancestors and your personal family
history? What are the similarities and/or differences?

· What major historical events do you feel have helped to shape
the circumstances of your identity group and that of your
ancestors/family?

Comments:

Carl, you’ve done a good job applying theory and concepts this
week. Interactionist theory is a good theory to use when you
want to discuss how perceptions and socialization to cultural
norms and values can affect intergroup relations. Interactionist
theory would also be a good theory to explain how different
Cuban immigrants were perceived, depending upon the time
period and the circumstances of their immigration. Cubans who
came during the time Castro took power in Cuba are often
viewed much differently than those who came in the 1980s.
Good APA format this week as well. Thanks and keep up the


My grandmother on my mother’s side came to the United States
from Cuba in 1967 when my mother was only five months old.
Poverty was amongst them, in the town where they lived, and
my grandfather who was the breadwinner, passed away. There
were scarce opportunities to make money that would support my
family so my grandmother fought hard and alone against all
odds to come to the United States. The United States has always
been a land of opportunity and endless possibilities. Many
Cubans knew this and this part of why my family moved here.
After the long hard battle was over and my grandmother
arrived in the United States, things where difficult for her since

8. she did not know English. Luckily she quickly moved to
Hialeah Florida where there was a heavy Latino and minority
presence which quickly helped her to get on her feet. [k1] Even
though everyone was not Hispanic or even spoke Spanish in that
neighborhood everyone blended in and had a sense of
understanding, a common purpose and expression. The
interactionist theory examines the shared interpretations and
interaction patterns of everyday life (Parrillo, 2011 pg. 19). It
doesn’t take everyone speaking the same language or even being
from the same place to understand each other and interact[k2] .

Other than the language barrier, which made it difficult to get
certain things done, my ancestors quickly applied what they
were raised on and did not let anything stop them from living
the American Dream and providing a safe, stable, healthy
environment for themselves[k3] . Avoidance, a minority group
response to prejudice and discrimination became common
amongst many of my ancestors to those who would make things
difficult for them by insulting them and their culture (Parrillo.
2011 pg.71). My ancestors where often made fun of and where
talked down to when they first came to this country. It was a
form of self-justification in which people are denigrated in an
effort to justify their maltreatment (Parrillo, 2011 pg. 47).
A major historical event that basically made my family
need to move to the United States was Fidel Castro going into
power. My grandmother talks about it almost every day. She
says once he took over he promised the world and delivered to a
very scare percentage and robbed everyone else from the daily
necessities they needed to live on a day to day basis. A major
historical event which allowed more family to come to the
United States from Cuba and help my grandmother as well as
save themselves from a falling country and economy was the
Mariel boat lift which allowed Cubans to freely leave Cuba in
1980. Even though my ancestors suffered much prejudice in
thinking they were less than they were and lower class people
before even getting to know them, they lived with their heads

9. held high. This is a tradition I hope to carry on in my family till
the end of time.

Reference:

Parrillo, V. N. (2011). Strangers to these shores. (10th ed.).
Boston, MA: Allyn & Bacon.

[k1]This might be an example of “chain migration.”

[k2]That is true, but your grandmother obviously went where
she knew she would be able to speak Spanish and where she felt
more comfortable. Interactionists suggest that when a group
shares a similar history, they also share similar symbols that
allow them to communicate easily. Likewise, if they do not
share a similar history, it may be more difficult for them to
communicate.

[k3]Something I’ve noticed in your postings and entries is that
you seem to gloss over the challenges faced or the conflicts that
could and do occur. Acknowledging these things doesn’t mean
that individuals have to give in to them or that they will not
achieve their American Dream. When you do not acknowledge
these issues as legitimate issues to be confronted, your
statements can appear contradictory. For example, you are
trying to apply Interactionist theory but instead of pointing out
how differences can create conflict, you are trying to say they
make no difference and that everyone in your grandmother’s
neighborhood got along great, regardless of race/ethnicity or the
language they spoke. Then later you point out that language
barriers made it difficult to get some things done. This appears
contradictory to the reader.


Journal Week 4

10. · Did religion play a role in the lives of your ancestors? Does it
play a role in your life? If so, how and to what extent?

· What religious or other Cultural Markers define you as an
individual and/or as a member of your identity group?

· How might the circumstances of your identity group have
changed over time? What are some of the cultural and structural
factors you see as influencing those changes?

· In respect to the influence of group identity on the lives of
individuals, how is life different for you today than it was for
your ancestors? If you don't think it is different, explain why.
Fernando Pupo: Week 4 Journal
Numeric Grade: 30 / 30 pts

Letter Grade:

Comments:

Carl, you’ve done an excellent job in applying the findings of
this research to your own experiences. Your entry demonstrates
that you have a very good understanding of what the research
encompassed as well as how it relates to you personally.
*Continue to work on your APA format. See my comments on
including the page number in your in-text citation when you are
quoting word-for-word from your source. Thanks and keep up



Religion has played a major role in the life of my ancestors.
Most Cubans in Cuba are Hispanic and come to the United
States with the mentality of those around them share similar
beliefs and religious views. When moving to the United States
they had to deal with others of different religions questioning
their beliefs. Religion also plays a role in my life. Although

11. while it can be scary to think someone is always watching over
you, it often serves to keep you in the right direction when you
may be falling off track. Religion has helped me treat others
respectfully and has been a foundation of my upbringing and a
major reason I am the way I am to this very day.
Embracement of religion and acceptance of God or any
other higher being in your religion is an essential step in being
accepted by others of your ethnic group. Catholics have big
parties and celebrations once members of their youth complete
their communion. Becoming close to one’s religion is becoming
close to their family. Religion brings people together and has
brought my ancestors together for years. No matter what may be
going on there will always be a common belief in a greater good
that brings people together for a common good. Religion is very
close to culture and ethnicity. “Sometimes it is very difficult to
work out where a religious identity ends and a cultural identity
begins” (Michell, 2006, p[k1] . #).
Over time other ethnic groups have shared and
expressed their religious views and ideas in various ways. Over
time ones religion tends to shape throughout the decades. New
testaments and beliefs are created based on a religion’s
experiences and beliefs. Even if with time one tends not to be
such engaged in the church and or religion is still forever apart
of them and who they are. “Whilst the individual’s relationship
with religious beliefs may be ambiguous, beliefs are clearly still
a factor in their social relationships” (Michell[k2] , 2006). From
the days my ancestors came to the United States till now I
believe our religious beliefs as a family have changed quite a
bit. Experiences change people.
Mitchell, C. (2006). The religious content of ethnic identities.
Sociology, 40(6), 1135-1152. Doi: 10.1177/0038038506069854.
Retrieved from
http://soc.sagepub.com.pegleg.park.edu/content/40/6/1135.full.p
df+html

[k1]Include the page number of the journal on which the quoted

12. material can be located.

[k2]See comment 1.


Journal Week 5
Fernando Pupo: Week 5 Journal
Numeric Grade: 24 / 30 pts

Letter Grade:

· What specific strategies were used by your identity group in
its attempt to establish itself in American society?

· How would you characterize these according to the response
patterns presented in Parrillo (2011) Chapter 4 and to the
coping strategies outlined by Michael LeMay (Week 2 Lecture)?

· What course concepts and theories do you feel are most
relevant in explaining the experience of your identity group?
Why?

· Were the response patterns and strategies used by your
ancestors similar or different from those identified by social
theorists for your identity group?

· How successful do you believe these response patterns and
strategies have been in accomplishing group goals?

Comments:

Carl, you are on the right track here in terms of pointing out
behavior that links to the response patterns in your text. I would
agree that acceptance is a response pattern practice by
Hispanics and has been from the beginning of their immigration.
See my comments on other response patterns and on LeMay’s

13. Model and how they might be applied. *You needed to apply
LeMay’s Model in this entry, along with an additional theory.



In establishing themselves in the United States, Hispanics have
gone through many trials and tribulations. My ancestors got
jobs in factories and crop fields where they received low pay.
This was not much, but it served enough to put food on the table
and take care of their own. Through the years they worked their
way up in factories taking on tougher challenges proving that
they could do more. Doing so slowly established a positive
identity for them in society and they were less looked down
upon and more respected. In coping with the typical response
patterns presented in Parrillo (2011) acceptance had to be one
of the first responses from Hispanics establishing themselves in
the United States (Parrillo, 2011). Acceptance of a minority
status and being less than an American needed to be the way
they took things in order to get ahead in life. They simply could
not let being a minority and being put down stop them from
their dream of success for them and their family[k1] .
The responses used by ancestors were very similar to those
identified by social theorists for my identity group. Prejudice is
a concept that is very relevant to the identity of my group.
There are those who think of Hispanics as nothing but field and
factory workers good for manual labor and not much more. I
believe that my ancestors did what they had to do in terms of
laying low and not creating a big disturbance at first when they
were put down. They knew who they were and what they were
about and fought hard to make in somewhere in the work place
before coming out more aggressively towards equality.
Discrimination has affected my ancestors tremendously and the
Hispanic ethnicity. A head held high and a continued show of a
positive attitude, continued education, and dedication will
provide for the biggest step to overcome discrimination and
head towards a more equal form of society[k2] .

14. Reference:

Parrillo, V. N. (2011). Strangers to these shores. (10th ed.).
Boston, MA: Allyn & Bacon
[k1]This is a good application of the minority response pattern
of acceptance. Keep in mind that not all members of a group
will utilize the same strategies and may try different strategies,
depending on the time period and circumstances. One might also
apply the response pattern of defiance or deviance as some
choose to ignore immigration law to come here illegally and
still do today. Deviance can also be seen in gang membership
and activity.


What coping strategy identified by LeMay would you say is
reflected in the overall Hispanic experience? Economic
accommodation is definitely a strategy as Hispanics/Latinos
have been recruited for labor in the United States. The Chicano
Movement would be an example of New Style Radicalism.
Separatism is also a coping strategy that has been used by
Hispanic/Latino Americans.

[k2]This would represent a functionalist view of
Hispanic/Latino assimilation. That is one theory you might have
used here in addition to an application of LeMay’s Model.


Journal Week 6

· Do you feel your group identity provides you with either
advantages or disadvantages or some of both? Why?

· How do you feel these advantages/disadvantages compare with
others of your identity group and with members of other
identity groups in terms of life chances?

15. · Do you feel the response patterns and coping strategies used
by your identity group have played a role in your own life
chances? Why or why not? Have you as an individual followed
the same strategies or different ones?

· Are there more effective strategies you believe might have
been used by your identity group? If so, what are they? What
makes you feel they would be more successful?

Havent done this assignment yet.





CJS 240




CJS 240
Introduction to Juvenile Justice


Version 2 08/06/07





CJS 240 Introduction to Juvenile Justice


Course Syllabus CJS 240

16. Program Council

The Academic Program Councils for each
college oversee the design and
development of all University of Phoenix
curricula. Council members include full-time
and practitioner faculty members who have
extensive experience in this discipline.
Teams of full-time and practitioner faculty
content experts are assembled under the
direction of these Councils to create specific
courses within the academic program.


Copyright

Copyright © 2007 by University of Phoenix.

17. All rights reserved.

University of Phoenix

®
is a registered

trademark of Apollo Group, Inc. in the United
States and/or other countries.

Microsoft

®
, Windows

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®


are registered trademarks of Microsoft
Corporation in the United States and/or
other countries. All other company and
product names are trademarks or registered
trademarks of their respective companies.
Use of these marks is not intended to imply
endorsement, sponsorship, or affiliation.

Edited in accordance with University of
Phoenix

®
editorial standards and practices.

18. CJS 240 Introduction to Juvenile Justice


Course Syllabus Page 3


Course Syllabus

Course Title: CJS 240—Introduction to Juvenile Justice


Required Texts

Siegel, L. J. and Welsh, B. C. (2005). Juvenile delinquency: The
core. (2nd ed.). Belmont, CA:

Thomson Wadsworth.

Axia College’s Writing Style Handbook, available online at
https://axiaecampus.phoenix.edu/Writing_Style_Handbook_Axi
aUOP.pdf

Please Note: All required text and materials are found on the
Materials tab of the student web
page. The student web page can be accessed through the Axia
College of University of Phoenix
Student and Faculty Web site at
https://axiaecampus.phoenix.edu/

https://axiaecampus.phoenix.edu/Writing_Style_Handbook_Axi
aUOP.pdf
https://axiaecampus.phoenix.edu/


CJS 240 Introduction to Juvenile Justice

19. Course Syllabus Page 4


Course Overview

COURSE DESCRIPTION

This course is a general orientation to the concept of
delinquency and the field of juvenile justice.
Students will examine the nature of delinquency, as well as a
variety of theories and suspected
causes of delinquent behavior. Students will study factors
related to delinquency and/or
prevention including gender, youthful behavior, family, peers,
drug use, school, and community..
This course will also familiarize students with the evolution of
juvenile justice and key players in
the juvenile justice process. Additionally, students will develop
an understanding of the juvenile
court process, as well as juvenile detention, restitution,
prevention and treatment.

TOPICS AND OBJECTIVES

Childhood Development and Delinquency





and self-report data.

Individual Theories of Delinquency

20. and situational crime
prevention.



Sociological Theories of Delinquency

ial disorganization.

prevention.

of delinquency.

Gender Differences and Family Impact

system.

delinquency.



delinquency.

The Juvenile Justice System

ine issues within the juvenile court process.

justice strategy.

21. Juvenile Corrections and Treatment

responsibilities of juvenile probation
officers.

-based treatment efforts.

juveniles.



Peers, Juvenile Gangs, and School





CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 5


delinquency.



in methods to control gang activity.

Drug Use and Control

22. The Juvenile Delinquent and the System







CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 6


Point Values for Course Assignments

Week One: Childhood Development and Delinquency

Discussion Questions 10

Participation 10

CheckPoint: Statistics 30

Week Two: Individual Theories of Delinquency

CheckPoint: Delinquency Deterrence Response 30

Assignment: Individual Theories 100

Week Three: Sociological Theories of Delinquency

Discussion Questions 10

23. Participation 10

CheckPoint: Sociological Theories Response 30

Week Four: Gender Differences and Family Impact

CheckPoint: Case Study Critique 30

Assignment: Gender and Family 100

Week Five: The Juvenile Justice System

Discussion Questions 10

Participation 10

CheckPoint: The Justice Systems 30

Week Six: Juvenile Corrections and Treatment

CheckPoint: Probation Presentation 30

Assignment: Corrections and Treatment 100

Week Seven: Peers, Juvenile Gangs, and School

Discussion Questions 10

Participation 10

CheckPoint: Gang Development and Control 30

Week Eight: Drug Use and Control

CheckPoint: Drug Use and Delinquency Response 30

24. Assignment: Drug Czar Presentation 100

Week Nine: The Juvenile Delinquent and the System

Capstone Discussion Question 20

Participation 10

Final Project: Justice System Position Paper 250

Point Totals 1,000





CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 7


Policies and Procedures

All students in this course are required to abide by the policies
and procedures described in the
Policies section of the Student Web Page. To view these
policies, students must be logged in to
the Student Web Page. The same information can be accessed
via the Policies link located in
the Materials section of the Classroom tab on the Student Web
Page.


https://ecampus.phoenix.edu/secure/aapd/policies/

25. CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 8


Week One

Childhood Development and Delinquency





and self-report data.

ASSIGNMENTS

1. Read objectives and welcome.





2. Read Appendix A regarding the final project requirements.

3. Read Ch. 1, 2, & 3 of the Juvenile Delinquency: The Core
text.

4. Discussion Question 1



capable of understanding the
seriousness and consequences of their actions? If so, at what

26. age are they capable of
understanding? At what age should juveniles be tried as adults?
Explain your answer.

5. Discussion Question 2



delinquent activities a normal
process of growing up or are there specific factors that initiate
this type of behavior? If
some delinquent activities are part of growing up, what factors
contribute to the
progression of delinquent behavior from normal adolescent
behavior to chronic
offending? Explain your answer.

6. CheckPoint: Statistics





-Report Data matrix in Appendix
B. To complete this matrix,
you will need to list two pros and two cons of UCR data and
two pros and two cons of
self-report data. Additionally, find one Web resource of official
information and one Web
resource of unofficial information about the occurrence of
delinquency in the United
States. Copy and paste the URL addresses into Appendix B.

27. CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 9


Week Two

Individual Theories of Delinquency

and situational crime
prevention.



ASSIGNMENTS

1. CheckPoint: Delinquency Deterrence Response



- to 350-word response explaining how the threat
of punishment either does
or does not deter juvenile delinquency. Provide examples of
general deterrence, specific
deterrence, and situational crime prevention strategies.
Additionally, identify which
concept or concepts of deterrence you believe offer the best
method of controlling
juvenile crime.

2. Assignment: Individual Theories

-80 of Juvenile Delinquency

28. - to 750-word paper in APA format explaining
why some adolescents are
motivated to commit crimes while others in similar
circumstances are not. Support your
explanation by applying at least two of the individual theories
of delinquency listed below:

o Routine activities theory
o General deterrence theory
o Specific deterrence theory
o Biochemical theory
o Neurological theory
o Genetic theory
o Psychodynamic theory
o Behavioral theory
o Cognitive theory




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CJS 240 Introduction to Juvenile Justice

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Week Three

Sociological Theories of Delinquency

29. prevention.

examples of the application of sociological theories
of delinquency.

ASSIGNMENTS

1. Read Ch. 4, 6, & 7 of Juvenile Delinquency.

2. Discussion Question 1




your city or state that
currently exemplifies the concept of social disorganization.
What solutions might you
implement to revitalize that community?

3. Discussion Question 2



ring the 1960s, social
structure theories strongly
influenced the development of delinquency prevention
programs. Why did many of the
earliest programs fail? What is being done differently today in
the development of
promising prevention programs?

4. CheckPoint: Sociological Theories Response

30. -105 of Juvenile Delinquency



with elements that
exemplify the application of each of the sociological theories
listed below:

o Social structure theories
o Social process theories
o Social conflict theories

-word description for each program. You should
have one program that
exemplifies social structure theories, one that exemplifies social
process theories, and
one that exemplifies social conflict theories. Include the
programs’ main elements and
explain the aspects of each program that address the focus of
the theory.





CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 11


Week Four

Gender Differences and Family Impact

31. delinquency.

iscrimination in the juvenile justice system.

delinquency.

ASSIGNMENTS

1. CheckPoint: Case Study Critique





vided in Appendix C.

- to 350-word response answering the following
questions:

o What are some of the possible reasons caseworkers were not
aware of the
conditions in the Jackson home?

o From the information presented in the case study, should the
nine members of the
Division of Youth and Family Services staff have been fired?
Why or why not?

o Do you believe justice was served in this case? Why or why
not?
o Could this situation have been prevented? If so, how? If not,
why?

32. 2. Assignment: Gender and Family

Ch. 6 & 7 discuss the impact gender and family can have on
delinquency. In addition, you
have read briefly about gender and the juvenile justice system.



- to 1,050-word paper in APA format answering
the following questions:

o How does gender affect delinquency?



o How does family affect delinquency?



does family behavior impact delinquency?

o Are delinquent females treated differently by members of the
juvenile justice system?






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CJS 240 Introduction to Juvenile Justice

33. Course Syllabus Page 12


Week Five

The Juvenile Justice System



justice strategy.



ASSIGNMENTS

1. Read Ch. 11, 13, & 14 of Juvenile Delinquency.

2. Discussion Question 1



-324 and pp. 332-335 of Juvenile
Delinquency.

clusters and assign each cluster
one of the following controversial issues:

o Confidentiality in juvenile proceedings
o Waiver to adult court
o Death penalty for juveniles

which you are assigned:

34. o Confidentiality in juvenile proceedings

—freedom of press to
publish pictures and
names of juvenile offenders or juveniles’ rights to private court
proceedings?
Explain your answer.

o Waiver to adult court

Why or why not?

o Death penalty for juveniles

r the
age of 16 be
eligible for the death penalty? Why or why not?

gain a deeper understanding
of these three issues. In addition, the CheckPoint this week will
ask you to further discuss
these issues. Reviewing and taking notes on the discussions in
the other clusters will
help you save time with the CheckPoint later this week.

3. Discussion Question 2



he benefits of
a comprehensive juvenile
justice strategy? What aspects of a comprehensive strategy
contribute to those benefits?

35. What are the drawbacks to implementing a comprehensive
juvenile justice strategy?



CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 13


comprehensive juvenile
justice strategy that you may be familiar with or have heard
about in the media, such as
D.A.R.E., teen courts, drug courts, or Big Brothers/Big Sisters.

4. CheckPoint: The Justice Systems





- to 300-
word response on
controversial issues in the juvenile court system, and the
selection of your final project
position in Appendix D.





CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 14

36. Week Six

Juvenile Corrections and Treatment

ities of juvenile probation
officers.

-based treatment efforts.

juveniles.



ASSIGNMENTS

1. CheckPoint: Probation Presentation



- to 7-slide Microsoft
®



presentation about probation

and the roles and responsibilities of probation officers. Take on
the role of a juvenile
probation officer recruiter and address the presentation to an
audience of individuals who
are interested in applying for the position of a juvenile
probation officer. Your presentation
should include:

37. o General information regarding probation



o is on probation?



o Roles and responsibilities of juvenile probation officers



process?

responsibilities of probation officers?




®
PowerPoint

®
attachment.

2. Assignment: Corrections and Treatment



- to 700-word paper in APA format summarizing
information on juvenile
corrections and community-based treatment programs. Include
the following in your
paper:

38. o Community-based treatment

-based treatment efforts.

community-based treatment
efforts you described.

o Institutionalization

juveniles.

should be concerned
with those issues.



CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 15


o Aftercare programs

discussed in the
text.

f aftercare programs.


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39. CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 16


Week Seven

Peers, Juvenile Gangs, and School



delinquency.





ASSIGNMENTS

1. Read Ch. 8 & 10 of Juvenile Delinquency.

2. Read Truancy reduction: Keeping students in school at the
following Web site:
http://www.ncjrs.gov/pdffiles1/ojjdp/188947.pdf

3. Discussion Question 1



delinquency? Do delinquents
simply seek out antisocial and delinquent peers as friends or
does having delinquent
peers cause an individual to become delinquent? Explain your

40. answer.

4. Discussion Question 2



How is school failure
related to delinquency? Do
delinquents fail at school or is school failure responsible for
delinquency? Explain your
answer.

5. CheckPoint: Gang Development and Control



orum

Appendix E.



References

Baker, M. L., Nady Sigmon, J., & Nugent, M. E. (2001).
Truancy reduction: Keeping students in

school. U.S. Department of Justice. Office of Juvenile Justice
and Delinquency

Prevention Web site. Retrieved March 16, 2007, from

http://www.ncjrs.gov/pdffiles1/ojjdp/188947.pdf

41. http://www.ncjrs.gov/pdffiles1/ojjdp/188947.pdf
http://www.ncjrs.gov/pdffiles1/ojjdp/188947.pdf


CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 17


Week Eight

Drug Use and Control





strategies.

ASSIGNMENTS

1. CheckPoint: Drug Use and Delinquency Response



journal articles that highlight
reasons for youth drug use and the association between drug use
and delinquency.

- to 350-word response answering the following
questions:

o According to the articles:

42. e the articles in APA format.

2. Assignment: Drug Czar Presentation





256 of Juvenile
Delinquency.

a 7- to 10-slide Microsoft
®



presentation illustrating the advantages

and disadvantages of the three drug control policy strategies
presented at the open
hearing in the scenario. Take on the role of the drug czar in the
presentation. Present the
policy or policies that you, as the drug czar, believe to be the
best strategies for reducing
youth drug use.



statements.

43. your presentation as a Microsoft
®
PowerPoint

®
attachment.



CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 18


Week Nine

The Juvenile Delinquent and the System



rary issue in juvenile justice.

ASSIGNMENTS

1. Capstone Discussion Question

The future of the juvenile justice system is in debate. There has
been a movement to get
tough on juvenile crime at the same time that researchers are
seeing more public support for
prevention and intervention methods.

44. on the future of the juvenile
justice system? Should there be a juvenile justice system? Why
or why not? Should there
be a focus on a comprehensive juvenile justice strategy or
should the juvenile justice
system focus on one particular area? Explain your answer.

2. Final Project: Justice System Position Paper

Throughout this course, you have become acquainted with
explanations of juvenile
delinquency, correlates of juvenile delinquency, and the
intricacy of the juvenile justice
system. For your final project, you are asked to assess one of
the major debatable issues
regarding the juvenile justice system.





- to 2,100-word position paper in APA format
arguing one of the following
positions:

o The juvenile justice system should focus on rehabilitation.
o The juvenile justice system should focus on punishment.



o Why should the juvenile justice system adopt the focus you
have chosen?



o How will the specific focus you have chosen impact

45. o What are some arguments for the opposing side?



CJS 240 Introduction to Juvenile Justice

Course Syllabus Page 19


are those arguments not as valid as your arguments?



o How do the advantages of the juvenile justice system adopting
the specific focus you
have chosen outweigh the disadvantages?

rces to support your position.


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