How the juvenile justice system views the classification of age in relation to delinquent behavior varies, sometimes based on circumstance and jurisdiction or on legal rights. These factors affect how a juvenile will enter or avoid the criminal justice system and the strategies employed to handle juveniles.
In this Assignment, you classify an offense for a juvenile and determine strategies for handling a juvenile in the criminal justice system by considering the various options available, including options that do not involve criminal charges or incarceration.
To prepare:
Read the Week 4 case study found in the Criminal Justice Case Studies: Juvenile Delinquency and Justice document.
Aspects of the Assignment require you to apply your learning to this case study.
Review the Elements of an Intake Report document for a model.
By Day 7 of Week 4
Part 1
In 500 to 750 words, address the following. The audience for your writing is professional (e.g., probation officer, judge).
Determine a classification for the type of offense described in the case study.
Recommend a short-term and a long-term strategy to address the offense, which may include a placement recommendation (e.g., halfway house, nonprofit institution, social services, family “replacement,” or incarceration).
Develop an intake plan for the offender in the form of an intake report that would be submitted to a juvenile court judge.
Where applicable, support your responses by referring to the Learning Resources.
Part 2
In 500 to 750 words, respond to the following. Recall that this portion of your document is your analysis and reflection, the audience for which is your Instructor only.
Describe the developmental needs in juveniles that align with the prevention, intervention, or rehabilitation strategies that you used in your report.
Describe the factors that affected your placement recommendation (e.g., halfway house, nonprofit institution, social services, family “replacement,” or incarceration).
Explain how you measure successful interventions for juveniles.
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