Course Syllabus

Juvenile Justice

Faculty

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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 computer recommendations Support page.

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

Link to Textbooks/Resources Information 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.

Grading Criteria

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

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

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.

Accessibility Services for Students with Disabilities:

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

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