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Essential Objectives

Course Syllabus


Revision Date: 16-Apr-24
 

Fall 2024 | CRJ-2160-VO01 - Juvenile Justice


Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 09-03-2024 to 12-16-2024
Last day to drop without a grade: 09-16-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
Open Seats: 17 (as of 07-19-24 5:05 PM)
To check live space availability, Search for Courses.

Faculty

Amy Lear
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Philip Crossman

Course Description

Presents an overview of the history, control, treatment and prevention of juvenile delinquency in the United States. Examines the juvenile justice system, juvenile law, and theories of causation for delinquent behavior. Analyzes influences of the family, peers, school, drugs, mass media, and the criminal justice system on delinquency. Focuses on Vermont juvenile law and procedure, including Children in Need of Supervision (C.H.I.N.S.) cases and relevant case law.


Essential Objectives

1. Identify four major developmental tasks that adolescents face, citing examples of theories related to development, choice, and socialization that help to explain juvenile delinquency.
2. Identify the impact of various influences (i.e. family, schools, peers, drugs) on adolescent development either toward or away from delinquent behavior.
3. Compare the chronic delinquent offender with the conventional delinquent youth in terms of behavior and treatment needs.
4. Define and give examples of status offenses.
5. Define "parens patriae" and "loco parentis," and discuss the importance of these concepts to the development of juvenile law and delinquency in Vermont and nationwide.
6. Identify the landmark State and U.S. Supreme Court decisions (i.e. the Illinois Juvenile Court Act of 1899) which affect juvenile rights and appraise their impact on Vermont juvenile law and procedures.
7. Explain the supporting philosophies underlying both community treatment and placement in secure institutions as responses to juvenile delinquency.
8. Formulate a definition of abused or neglected child (Children in Need of Supervision) based on Vermont laws and evaluate the effectiveness of these laws in the protection of children.
9. Identify important ethical considerations pertinent to the arrest, prosecution, and incarceration of juveniles.
10. Describe a variety of delinquency treatment and prevention programs used in Vermont, analyzing their effectiveness.


Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.


Required Textbooks and Resources

This course uses one or more textbooks/books/simulations.

Fall 2024 textbook details will be available on 2024-05-20. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

CRJ-2160-VO01 Link to Textbooks for this course in eCampus.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.


Methods

Methods:
  • large group discussions
  • readings, writing, and inquiry-based research
  • professional work-based learning experiences
  • interviews
  • service learning

Evaluation Criteria

Evaluation Criteria:

Final grades are determined based on your performance in the following areas:

Final Exam (20% of your grade)

Final Paper (25% of your grade)

Weekly Assignments (25% of your grade

Weekly Discussion Forums/ Participation/ Attendance (30% of your grade)

Final Exam:

Exam will include testing on information read from your textbook, supplementary readings, and weekly discussion forums. This test will be comprised of 5 Essay questions, each will be worth 20 points. You may use your text, or any other resources needed. This is not a timed exam. There is no preparation necessary prior to taking the exam.

Final Project: DUE WEEK TWELVE OF CLASS- You have the option of doing one of the two projects noted below. YOU ONLY HAVE TO CHOSE ONE.

Project #1: Throughout the semester, you will gain a better understanding of JJ. You should select a topic that relates to this course. It could be something from your text, it could be something we discussed, or it could be a topic you have personal experience with (e.g. you are currently working with at risk youth). The paper will be due during week twelve of this course. It should be 7 pages in length and must include a title page, abstract, and a reference page. The 7 pages does not include the title page etc. My suggestion is you chose a subject that interests you.

Project #2: The Service-Learning Project: The Service Learning Project is a chance to learn by doing. You would be required to choose an organization to contribute one to three hours of volunteer time to. In preparation for your contribution of time and service, you would need to do some background research on the organization, the population it serves, and the work it does for those people. Your research should lead you to the creation of ten questions about the organization that you would like to get answers to. I will expect your final report to contain these questions, but you will only need to provide answers to five of them in the report. Subsequent to your research, you will be required to conduct an interview (it can be formal or informal) and to record your thoughts and impressions about that interview. The general content must be related to CRJ. An example of an organization that you may be able to complete this project with would be a Court Diversion Program.

As part of your report, you will be asked to donate some of your time to a service (direct or indirect) this organization needs to perform and to reflect on your experience. What do you learn about people, about this organization, or about yourself from being involved?

Your final report should include the following elements:

1. A one-to-two-page introduction to the organization and its mission in the community.

2. A list of potential questions that you constructed before your interview/service-learning experience.

3. One 1–3-page summary of the answers that you got to the questions you asked (at least five) and/or the summary of what you learned from your interview. You must include the name and contact information, including email address, of the person or person’s you interviewed.

4. A 1–2-page reflection on what you learned from the time you took to contribute (I think an hour is appropriate, but this does not have to be a hard and fast rule).

Weekly Assignments:

All your homework assignments are listed in the weekly modules. It is your responsibility to locate your assignment each week and submit it on time. Late work is not accepted.

Note: All weekly homework assignments are due by Sunday night at Midnight.

Note: All course work will only be accepted the day it is due. I will not accept late work unless a special condition exists to permit late submission and only after my approval.

Note: There will be no make-up tests unless emergency or extenuating circumstances exist.

Note: All assignments that are submitted must be typed, handwritten assignments will not be accepted.

Discussion Forums:

Here is where you will contribute your answer to one of the writing options you have been given in the discussion forum provided in the module above. Please note that in addition to the submission of your response to your chosen question, at least two thoughtful responses to classmates is required.

Discussion Forums (25% of the final grade):. . . In your original post, I will expect to see:

  1. Demonstrative critical thinking.
  2. Specific references to readings.
  3. Specific references to your personal experience.
  4. Specific references to at least one independently acquired outside source
  5. Proper English written in complete coherent sentences.

These discussion posts will be due by Wednesday night at midnight, the week a subject is covered, but are encouraged to be posted as early as possible in the week so that you can get maximum benefit from feedback. Please do not wait to the last moment every week as that creates a less-than-ideal learning experience when everyone does it. If you wait until the last moment to post, you will not receive full credit. If your post is late or you don't meet the requirements outlined above, you will not receive any credit.

The discussion forum will serve as your weekly class lecture. We will have in depth conversations about the discussion topics we are covering. It is my role to facilitate these conversations, however it is your role to be actively engaged and sign on to the discussion forum at least 3 times per week.

NOTE: You cannot make up discussion forum assignments. If you miss a weekly discussion forum you will not receive any credit.

Explanation of Letter Grades

A+ through A-: For any work to receive an "A," it must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only demonstrate full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning.

B+ through B-: For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning.

C+ through C-: For any work to receive a "C," it must meet the expectations of the assignment. It must demonstrate solid comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning.

D+ through D-: For any work to receive a "D," it must marginally meet the expectations of the assignment. It demonstrates minimal comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning.

F: Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and advisor.

P: Equivalent to D (+/-) or better and therefore course will not count as credit for specific program requirements or competence area requirements.

NP: indicates failure to meet course objectives and/or failure to meet grading criteria for successful completion as described in the instructor's course description.

Additional note to students with learning and/or academic challenges: You are urged to contact the Academic Support Center, where trained staff is available to review eligibility documentation, provide academic support and/or counseling, and work with the faculty on assisting with appropriate accommodations.


Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

 HighLow
A+10098
A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
P10060
NPLess than 600


Weekly Schedule


Week/ModuleTopic  Readings  Assignments
 

1

Childhood and Delinquency

  

Chapter one in your text

  

Read Chapter one of your text

https://www.supremecourt.gov/opinions/20pdf/18-1259_8njq.pdf(Links to an external site.)

Research the Supreme Court Ruling Jones v. Mississippi. Talk about the facts of the case, what may have led Jones to commit such a horrific act, and the impact this decision may have on the juvenile justice system. I also want your opinion on this decision, and you should support your opinion with credible case examples and researched information. There is no length requirement for this assignment, but you should review the grading criteria as outlined in your syllabus. Please remember to cite your sources.

 

2

Nature and Extent Delinquency

  

Chapter Two

  

Read Chapter Two of your Text

Find at least five Juvenile Justice Resources in the State you reside in. Give a description of the services they provide. You can include social service agencies, courts or diversion programs, mental health facilities, correctional facilities, etc.

Do you feel your state is lacking in resources and what programs could be beneficial? Give ideas on implementing additional resources.

 

3

Choice and Trait Theory

  

Chapter Three

  

Read Chapter Three of your text

You are a state legislator who is a member of the subcommittee on juvenile justice. Your committee has been asked to redesign the state’s juvenile code, because of public outrage over serious juvenile crime.

At an open hearing, a professor from the local university testifies that she has devised a surefire test to predict violence-prone delinquents. The procedure involves brain scans, DNA testing, and blood analysis. Used with samples of incarcerated adolescents, her procedure has been able to distinguish with 90 percent accuracy between youths with a history of violence and those who are exclusively property offenders. The professor testifies that, if each juvenile offender were tested with her techniques, the violence-prone career offender could easily be identified and given special treatment. Their scores could be kept in a registry and law enforcement agencies notified of the offenders’ whereabouts.

Opponents argue that this type of testing is unconstitutional because it violates the Fifth Amendment protection against self-incrimination and can unjustly label nonviolent offenders. Any attempt to base policy on biosocial makeup seems inherently wrong and unfair. Those who favor the professor’s approach maintain that it is not uncommon to single out the insane or mentally incompetent for special treatment and that these conditions often have a biological basis. It is better that a few delinquents be unfairly labeled than to ignore seriously violent offenders until it is too late.

 

4

Sociological Views of Deliinquency

  

Chapter Four

  

Read Chapter Four of your text:

Chose a TV show, documentary, or movie that depicts the crushing burden of living in a "disorganized" area (e.g. "The Wire"). Discuss the elements that correspond to the theories discussed in chapter four.

 

5

Developmental Views of Delinquency

  

Chapter Five

  

Read Chapter Five

Read the section "Maturation and Delinquency on pages 148-149 of your text. Complete the assignment labeled "Writing Assignment" on page 149. Your essay should be one page in length.

 

6

Gender and Delinquency

  

Chapter Six

  

Read chapter six in your text

Find a credible article (not from your textbook) about a male or female juvenile offender. Summarize the juvenile's social history, mental health, and any other relevant details of their life. Discuss the crime committed and what factors may have led he or she to commit this act. Talk about whether any of the theories discussed in chapter six regarding gender and delinquency apply to the juvenile you chose.

 

7

The Family and Delinquency

  

Chapter Seven

  

Read Chapter Seven in your Text

Listen to the following Audio interview. I spoke with an individual who was charged with murder just before his 18th birthday. He was 19 years old when he was convicted and sent to prison. I want you to take note of the way in which he talks about his family and his upbringing. Summarize the interview and discuss what factors you think lead him to commit such a crime. He doesn't speak at length about his family, but he does give some information about the dynamics. What may have prevented this crime from happening, what could his parents or society done differently?

 

8

Peers and Delinquency

  

Chapter Eight

  

Read Chapter Eight in your text

Watch the following You Tube Video about Teen Gangs. Write a summary of why you think these teens got involved in gang life, what could parents, the community, or law enforcement done to prevent this? Do gangs actually exist in rural areas and not just in big cities? Why or why not?

https://youtu.be/E2yyr0URiIM

 

9

Schools and Delinquency

  

Chapter 9

  

Read Chapter Nine in your text

Research a school shooting carried out by an individual under the age of 18 years old. Summarize the story and give specific details about the shooter's history, school experience, and assumed cause of the violence.

Be sure to cite your sources and not copy and paste sections of articles.

 

10

Drug Use and Delinquency

  

Chapter Ten

  

Read Chapter Ten in your text

Interview someone who works directly with juveniles, e.g. a DCF social worker, a school counselor, a court diversion case worker, mental health worker, a teacher, etc. draft five questions. Focus your questions on drug use and delinquency. Document the responses and summarize your findings.

 

11

Delinquency Prevention and Juvenile Justice

  

Chapter Eleven

  

Read Chapter Eleven in your text

Read the story about Daphne under "Applying what you have learned" on page 325 of your text. How does the concept of "parens patriae apply in Daphne's case? What reforms are needed to aid the juvenile justice system in treating adolescents like Daphne?

 

12

Police Work With Juveniles

  

Chapter Twelve

  

Read Chapter Twelve

Final Project: DUE WEEK TWELVE OF CLASS- You have the option of doing one of the two projects noted below. YOU ONLY HAVE TO CHOSE ONE.

Project #1: Throughout the semester, you will gain a better understanding of juvenile justice. You should select a topic that relates to this course. It could be something from your text, it could be something we discussed, or it could be a topic you have personal experience with (e.g. you are currently working with at risk youth). The paper will be due during week twelve of this course. It should be 5 pages in length and must include a title page, abstract, and a reference page. The 5 pages does not include the title page etc. My suggestion is you chose a subject that interests you.

Project #2: The Service-Learning Project: The Service Learning Project is a chance to learn by doing. You would be required to choose an organization to contribute one to three hours of volunteer time to. In preparation for your contribution of time and service, you would need to do some background research on the organization, the population it serves, and the work it does for those people. Your research should lead you to the creation of ten questions about the organization that you would like to get answers to. I will expect your final report to contain these questions, but you will only need to provide answers to five of them in the report. Subsequent to your research, you will be required to conduct an interview (it can be formal or informal) and to record your thoughts and impressions about that interview. The general content must be related to juvenile justice or any human services/law enforcement agency that works specifically with juveniles. An example of an organization that you may be able to complete this project with would be a Court Diversion Program for juveniles, an alternative high school for juveniles, Mental health or addiction facilities, Boys and Girls Club, Mentor Connector, etc.

As part of your report, you will be asked to donate some of your time to a service (direct or indirect) this organization needs to perform and to reflect on your experience. What do you learn about people, about this organization, or about yourself from being involved?

Your final report should include the following elements:

1. A one-to-two-page introduction to the organization and its mission in the community.

2. A list of potential questions that you constructed before your interview/service-learning experience.

3. One 1–3-page summary of the answers that you got to the questions you asked (at least five) and/or the summary of what you learned from your interview. You must include the name and contact information, including email address, of the person or person’s you interviewed.

4. A 1–2-page reflection on what you learned from the time you took to contribute (I

think an hour is appropriate, but this does not have to be a hard and fast rule).

 

13

Juvenile Court Process

  

Chapter Thirteen

  

Read chapter thirteen in your text

Read the "Applying What you Have Learned" story on page 383 of your text. Complete the writing assignment at the end. No length requirement however I expect you to answer the questions and support your opinions with facts and data from your reading.

 

14

Juvenile Corrections

  

Chapter Fourteen

  

Read chapter fourteen in your text

Complete the writing assignment on page 416 of your text under “Applying What you Have Learned.”

 

15

Course Wrap Up

  

Chapter Fifteen

  

Week Fifteen Due: 12/18/22

FINAL EXAM and wrap up

 

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.


Participation Expectations

Discussion Forums:

Here is where you will contribute your answer to one of the writing options you have been given in the discussion forum provided in the module above. Please note that in addition to the submission of your response to your chosen question, at least two thoughtful responses to classmates by Weds at midnight each week is required.

Discussion Forums (25% of the final grade):. . . In your original post, I will expect to see:

  1. Demonstrative critical thinking.
  2. Specific references to readings.
  3. Specific references to your personal experience.
  4. Specific references to at least one independently acquired outside source
  5. Proper English written in complete coherent sentences.

These discussion posts will be due by Weds night at midnight, the week a subject is covered, but are encouraged to be posted as early as possible in the week so that you can get maximum benefit from feedback. Please do not wait to the last moment every week as that creates a less-than-ideal learning experience when everyone does it. If you wait until the last moment to post, you will not receive full credit. If your post is late or you don't meet the requirements outlined above, you will not receive any credit.

The discussion forum will serve as your weekly class lecture. We will have in depth conversations about the discussion topics we are covering. It is my role to facilitate these conversations, however it is your role to be actively engaged and sign on to the discussion forum at least 3 times per week.

NOTE: You cannot make up discussion forum assignments. If you miss a weekly discussion forum you will not receive any credit.



Missing & Late Work Policy

All your homework assignments are listed in the weekly modules. It is your responsibility to locate your assignment each week and submit it on time. Late work is not accepted.

Note: All discussion forum posts are due by Weds at midnight each week

Note: All weekly homework assignments are due by Sunday night at Midnight.

Note: All course work will only be accepted the day it is due. I will not accept late work unless a special condition exists to permit late submission and only after my approval.

Note: There will be no make-up tests unless emergency or extenuating circumstances exist.

Note: All assignments that are submitted must be typed, handwritten assignments will not be accepted.

Note: If you do not participate in the discussion forum weekly or submit your homework assignment it counts as an absence.


Accessibility Services for Students with Disabilities:


CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.


Academic Integrity


CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.