Chapter 16 – Juvenile Justice
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Pages 177-179
1.
Identify assumptions and philosophies that shaped the juvenile justice system.
(in notes)
 Some parents fail to teach their children proper values/respect for authority
 Solution: juvenile court would assume the responsibility of the parents’ job
 Court sought to rehabilitate them with moralistic approach trying to help
them learn community values
 Parens patriae - R of the state to intervene in the life of a child; court is
permitted to do whatever it thought was necessary to help the child
 “humanitarian” philosophy (rehabilitate) and a “control” philosophy (punish)
2.
List and describe three groups of juveniles handled by juvenile courts.
(in notes)
Delinquent offenders - youths who have committed acts that would be crimes if
committed by adults under federal/state/local laws
Status offenders - youths who have committed acts that would not be crimes if
committed by adults (running away, skipping school, curfew, refusing to obey parents)
Neglected/abused children - need court’s protection from a parent
Neglect - child does not have adequate food, clothing, shelter, or medical care
Abused - child has been sexually, physically or emotionally abused
3.
What are the steps taken to protect children who are found to be abused or neglected.
A social worker determines whether the child should remain with the family while under court
protection or taken out of the house and placed in foster care.
Pages 179 –182
4.
Compare and contrast factors that states take into consideration to determine whether a
person accused of a crime will be handled in adult or juvenile courts.(in notes)
 Juvenile’s age and past record
 Seriousness of crime
 Likelihood of rehab before the age of majority
5.
Describe how “get tough” attitudes have influenced handling of juveniles accused of
crimes. (in notes)
states have made it easier to transfer juveniles to adult courts
From 1985 to 95, 71% increase in youths being transferred
Trend toward harsher punishment -- accountability
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Pg. 182-183
6.
Identify four charges that fall within the category of status offenses.(in notes)
Truancy
Smoking/drinking
Curfew
Running away
8.
List factors used to determine if a juvenile is in need of supervision under the juvenile
justice system.
Beyond control/habitually disobedient – not the only factor
Is usually accompanied with other behaviors such as repeatedly run away, skipping school,
illegal activities, etc.
pg. 183-187
9.
What are the arguments for and against teen curfews. List both
10.
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List rights to which juvenile are entitled to as established by the Gault case.
R to notification of the charges against them
R to an attorney
R to confront and cross-examine witnesses
R to remain silent
Procedures in Juvenile Court – pg. 188-193
11.
Describe steps that typically take place when a juvenile is taken into custody?
(in notes)
 Given a warning and not taken into custody
 Taken in and have a parent pick them up w/o filing complaint
 File a complaint, begin INTAKE process, detain at a juvenile center until first hearing
12.
Describe the purpose and procedure of a juvenile’s adjudicatory hearing. (in notes)
determines the facts in a case (like a trial)
 can have atty, offer evidence, cross-exam, and force prosecution to prove case
13.
Identify the purpose of the dispositional hearing. (in notes)
 Judge decides what sentence, or disposition, the juvenile offender should receive
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14.
List various sentences or dispositions juvenile offenders receive.
 Rehabilitation
 Probation - most common disposition
 Education (get GED)
 self-help courses
 If offense is serious - can be committed to a juvenile institution and can be for an
indeterminate length of time, but not beyond the age set by state law, such as 21
or 23
15.
Describe how having a juvenile record can affect an individual after he or she reaches
adulthood.
A juvenile record can still cause problems. Many states do not seal or destroy juvenile records.
Even though they are confidential, a number of people (potential employers, colleges) may gain
access to them.
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