1. GENERAL INFORMATION
1.1. Course teacher
Ass.Prof. Neven Ricijaš, Ph.D.
1.6. Year of the study programme
2. year (IV. semester)
1.2. Name of the course
Juvenile Delinquency - Theory,
Research and Interventions
1.7. Credits (ECTS)
4 ECTS points
1.8. Type of instruction (number of
hours L + S + E + e-learning)
2+1+0+0
1.3. Associate teachers
1.4. Study programme
(undergraduate, graduate,
integrated)
graduate study program
1.9. Expected enrolment in the course
max. 20 students
1.5. Status of the course
optional
1.10. Level of application of e-learning
(level 1, 2, 3), percentage of online
instruction (max. 20%)
1
2. COURSE DESCRIPTION
2.1. Course objectives
2.2. Course enrolment requirements
and entry competences required
for the course
This course is intended for different groups of social science students (social pedagogy, psychology, social work, law,
sociology, etc.) who wish to have the opportunity to become familiar with the prevalence of juvenile delinquency, its
theories and causes, assessment possibilities, prevention and treatment strategies.
The course is divided into five sections, with each section being organized around one or more major questions
about delinquency.
1. How do we define delinquency and criminal conduct? How do we measure and what is the prevalence of criminal
behavior?
2. How is Croatian juvenile justice system conceptualized?
3. What are the most influential theories of juvenile delinquency? What are the major causes and correlates for
delinquent behavior?
4. How can we assess juvenile delinquents?
5. Are there good interventions for preventing delinquent behavior? What are the best treatment strategies?
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appropriate knowledge of English
basic knowledge of delinquency and behavioural disorders (proven by undertaken courses so far)
basic knowledge of criminal code and criminal justice system (proven by undertaken courses so far)
2.3. Learning outcomes at the level of
the programme to which the
course contributes
2.4. Learning outcomes expected at
the level of the course (4 to 10
learning outcomes)
The main goal and learning outcome of this course is to enable students to understand, explain and have basic
knowledge on how to intervene in the field of juvenile delinquency.
Specific learning outcomes are to:
 understand definitions of juvenile delinquency
 understand the extent of juvenile delinquency
 understand Croatian juvenile justice system
 understand causes of delinquent behavior
 be able to explain differences in delinquent behavior patterns
 be able to explain different types of assessment for juvenile delinquents
 understand basic principles of delinquency prevention and treatment strategies.
.
1 Introduction into the Course, Defining Juvenile Delinquency and Criminal Behavior
2 Measuring Juvenile Crime
3 The Prevalence of Juvenile Delinquency
2.5. Course content broken down in
detail by weekly class schedule
(syllabus)
4 Understanding Croatian Juvenile Justice System
5 A Theory of Juvenile Delinquency 1: The Risk / Protection Framework
6 A Theory of Juvenile Delinquency 2: The General Personality and Social Psychological Approach
7 A Theory of Juvenile Delinquency 3: Developmental Theories
*** THE FIRST EXAM
8 Research on Correlates and Causes of Juvenile Crime 1: Biological and Personal Risk Factors
9 Research on Correlates and Causes of Juvenile Crime 2: Family, Peers and Community Risk Factors
10 Assessment within Juvenile Delinquency Research 1: Assessment Terminology and Types of Assessment
11 Assessment within Juvenile Delinquency Research 2: Approaches to the Assessment and Prediction of Criminal
Behavior
12 “Nothing works” and “What works” debate
13 The Best Practice in Prevention and Treatment Interventions with Juvenile Offenders
14 Attributions of Delinquent Behavior and Treatment of Juvenile Offenders
15 The Female Juvenile Delinquency and Summarizing the Course
*** THE SECOND EXAM
2.6. Format of instruction:
2.7. Comments:
lectures
seminars and workshops
exercises
on line in entirety
partial e-learning
field work
independent assignments
multimedia and the internet
laboratory
work with mentor
(other)
2.8. Student responsibilities
2.9. Screening student work (name
the proportion of ECTS credits
for each activity so that the total
number of ECTS credits is equal
to the ECTS value of the course)
Class attendance
Experimental work
Essay
Tests
Written exam
1,5
2.10. Grading and evaluating student
work in class and at the final exam
Grading policy: each assignment and participation carries a cumulative weight toward the final grade. Maximum
points for students to collect are 100.
2
Research
Report
Seminar essay
Oral exam
Project
0,5
Practical training
Exercises
(other)
(other)
(other)
Class attendance
= max. 15 points
First exam
= max. 30 points
Second exam
= max. 30 points
Seminar
= max. 20 points
Activity during classes
= max. 5 points
---------------------------------------------------------TOTAL
= max. 100 points
Evaluation System:
0 – 60 points
61 – 70 points
71 – 80 points
81 – 90 points
91 – 100 points
insufficient (1) – (F)
sufficient (2) – (D)
good (3) – (C)
very good (4) – (B)
excelled (5) – (A)
Description of Students’ Seminars: each student should prepare a 20 minute presentation about the topic of his/her
interest in the field of juvenile delinquency. Students will be guided in the process of preparing presentations. Every
presentation should also include questions for discussion that will be elaborated by all students in seminar classes.
The quality of seminar/presentation content will be included in the final grade with maximum of 20 points.
Description of Exams: there are two exams within this course. All exams are open-book exams, meaning that
students are encouraged to use materials from the lectures and textbooks. Each exam has three essay questions
with each question weighting maximum 10 points.
2.11. Required literature (available in
Title
the library and via other media)
References for the Course: almost every topic in this Course is accompanied with a chapter from a textbook about
juvenile delinquency and criminal conduct that students should use when preparing for the exam. All textbooks will be
available to the students at the beginning of the Course.
Along with chapters listed below, student should also use power point slides they will receive in every class. Power
point presentations include wider range of information and are prepared from more references then the ones included
in the students’ literature.
References for the First Exam (including lecture material):
1. Hoge, R.D. (2001): Defining and Measuring Juvenile Crime, (in) The Juvenile Offender: Theory, Research and
Applications, Kluwer Academic Publishers, pages 14-48 (34 pages)
2. Howell, J.C. (2009): The Risk-Protection Framework, (in) Preventing and Reducing Juvenile Delinquency – A
Comprehensive Framework, Sage Publications, pages 59-69 (10 pages)
3. Andrews, D.A., Bonta, J. (2006): The General Personality and Social Psychological Approach: A Personal,
Interpersonal and Community-Reinforcement Perspective, (in) The Psychology of Criminal Conduct, LexisNexis,
pages 133-157 (24 pages)
4. Howell, J.C. (2009): Juvenile Offender Careers, (in) Preventing and Reducing Juvenile Delinquency – A
Comprehensive Framework, Sage Publications, pages 81-103 (22 pages)
References for the Second Exam (including lecture material):
5. Andrews, D.A., Bonta, J. (2006): The Role of Cognition, Family and peers in the Development of Criminal
Conduct, (in) The Psychology of Criminal Conduct, LexisNexis, pages 193-223 (30 pages)
6. Hoge, R.D. (2001): Assessment Within Juvenile Justice Systems, (in) The Juvenile Offender: Theory, Research
and Applications, Kluwer Academic Publishers, pages 153-192 (39 pages)
7. Andrews, D.A., Bonta, J. (2006): Approaches to the Assessment and Prediction of Criminal Behavior, (in) The
Psychology of Criminal Conduct, LexisNexis, pages 285-298 (13 pages)
8. Howell, J.C. (2009): Principles and Characteristics of Best Practice Programs, (in) Preventing and Reducing
Juvenile Delinquency – A Comprehensive Framework, Sage Publications, pages 163-188 (25 pages)
9. Howell, J.C. (2009): Effective Prevention and Rehabilitation Programs, (in) Preventing and Reducing Juvenile
Delinquency – A Comprehensive Framework, Sage Publications, pages 189-216 (27 pages)
10. Hoge, R.D., Robertson, L. (2008): The Female Juvenile Offender, (in) Treating the Juvenile Offender, (eds)
Hoge, R.D., Guerra, N.G., Boxer, P., He Guilford Press, pages 258-276 (18 pages)
2.12. Optional literature (at the time
of submission of study
programme proposal)
2.13. Quality assurance methods
that ensure the acquisition of
exit competences
2.14. Other (as the proposer wishes
to add)
Evaluation of the Course: two types of anonymous evaluations will be conducted after the course. First, internal
evaluation after the second exam that will include perceived level of students’ educational outcomes and suggestions
to the lecturers about the topics included in this course. Second evaluation will be official anonymous evaluation
prepared by University of Zagreb.