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METROPOLITAN COMMUNITY COLLEGE
COURSE OUTLINE FORM
COURSE TITLE
JUVENILE JUSTICE
COURSE PREFIX AND NO.
SOCI 2311
LEC
4.5 LAB 0 CREDIT HOURS
4.5
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COURSE DESCRIPTION:
This course examines juvenile delinquency from a social/practical perspective. Topics covered include definitions
of juvenile delinquency, the various causes of juvenile delinquency, and methods of prevention, treatment, and
control.
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COURSE PREREQUISITES:
SOC 1010
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RATIONALE:
Given the increasing prevalence of gang activity and drug abuse among adolescents, it is important for the student in
law enforcement and/or other social science programs to have a working knowledge of these social problems and
other aspects of juvenile delinquency. In addition to the practical considerations of delinquency, theoretical
explanations for the etiology of delinquency are an integral part of the course.
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REQUIRED TEXTBOOKS and/or MATERIALS:
Title:
Juvenile Delinquency: Theory, Practice and Law
Edition:
2006/09
Author:
Larry Siegel and Joseph Senna
Publisher:
Wadsworth
Materials:
Study guides, discussion topics, selected handouts as distributed by instructor
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Attached course outline written by:
Reviewed/Revised by:
Social Sciences Faculty
Cornelius McGreevy
Effective quarter of course outline:
Date:
12/98
Date: 6/30/16
16/FA
Dean
Date:
M. Jane Franklin
Course Objectives, Topical Unit Outlines, and Unit Objectives must be attached to this form.
COURSE OBJECTIVES/TOPICAL UNIT OUTLINE/UNIT OBJECTIVES
TITLE:
JUVENILE JUSTICE
PREFIX/NO.
SOCI 2311
COURSE OBJECTIVES:
At the successful completion of this course, each student will be able to:
1.
Discuss the historical development of the study of delinquency and illustrate its relationship with positivistic
criminology.
2.
Distinguish among, and critically evaluate, the theories of causation and treatment of juvenile delinquency.
3.
Illustrate the various data collection procedures related to delinquency and assess studies conducted to
evaluate the extent, severity, and consequences of delinquent behavior.
4.
Evaluate the role of the family as a factor in both the cause of and solution to delinquency.
5.
Review the impact of multi-problem situations, such as addictions, poverty, and / or family abuse, on
development of delinquency.
6.
Describe the workings of the juvenile justice system and compare it with the adult criminal court system.
7.
Evaluate the social and psychological methods of treatment of delinquent behavior and explain how success
is measured in such programs.
8.
Compare and contrast pure and rehabilitative prevention programs.
9.
Examine the existence of cultural bias and other multicultural issues as related to explaining and dealing
with delinquency.
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TOPICAL UNIT OUTLINE/UNIT OBJECTIVES:
I.
Introduction to the Study of Delinquency
A.
Historical review of juvenile delinquency
B.
Characteristics of delinquents
C.
Data collection
1.
Methodological problems
2.
Victimology
II.
Theories of Causation
A.
Theories of causation
1.
Sociological
2.
Psychological
3.
Biological
TOPICAL UNIT OUTLINE/UNIT OBJECTIVES: CONTINUED
III.
The Family as a Factor in Delinquency
A.
B.
C.
D.
IV.
Characteristics
Multi-problem situations
1.
Alcohol and drug abuse
2.
Abuse and neglect
Adolescence
Gender
Treatment of Juvenile Delinquency
A.
Juvenile justice system
1.
Categories of persons
2.
Law enforcement
3.
Decriminalization and legalization
B.
Methods of treatment
1.
Psychological treatment
2.
Social treatment
C.
Prevention programs
1.
Pure prevention
2.
Rehabilitative prevention
D.
Measuring success of delinquency programs
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UNIT OBJECTIVES
At the end of the unit the student will be able to:
I.
Introduction to the Study of Delinquency
A.
B.
C.
D.
E.
F.
G.
H.
Critique the major definitions of juvenile delinquency.
Describe and list examples of status offenses and debate whether the status offense concept should
be maintained.
Explain how official statistics are collected and disseminated.
Evaluate some of the methodological problems associated with data collection in delinquency.
Review the incidence of teenage drug abuse in America and in the local area.
Evaluate the victim's role in the crime problem.
Describe the relationships between race, class, age, sex, and delinquency.
Prioritize the most important controversies in the measurement of delinquency.
UNIT OBJECTIVES: CONTINUED
II.
Theories of Causation: Historical, Biological and Psychological
A.
B.
C.
D.
E.
III.
Theories of Deviance: Sociological Theories
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
IV.
Distinguish between deterrence, incapacitation, and just desserts.
Compare and contrast the classical and positivistic approaches to explaining delinquent and criminal
behavior.
Describe and evaluate attempts to find a biological basis for deviance/delinquency.
Delineate the basic concepts of psychoanalytic theory and illustrate ways this theory is used to
explain delinquent behavior.
Distinguish between the nature and nurture theories of intelligence and relate them to the
development of deviance/delinquency.
Distinguish between cultural transmission and strain theories.
Contrast the concepts of anomie and strain.
Discuss the manner in which "middle class measuring rods" are applied.
Show examples for how the experience of relative deprivation leads to delinquency.
Identify and define Merton's modes of adaptation to anomie.
Distinguish between social structure and social interaction theories.
Explain and assess Sutherland's differential association theory.
List some neutralization techniques.
Identify and discuss elements of control theory.
Name and define elements of containment theory.
Describe how societal labels may produce delinquency
Discuss the relationship between economic conditions, family life, and female delinquency.
Discuss why labeling theorists believe that individuals in lower socioeconomic classes are more
likely to be labeled and sanctioned than the rich and powerful.
Identify ways in which conflict theorists view the powerful and rich using the criminal justice system
as a vehicle for controlling the power.
Illustrate what is meant by "theory integration."
The Family as a Factor in Delinquency
A.
B.
C.
D.
E.
Compare and contrast the treatment of the family in delinquency, according to several theoretical
models.
Illustrate how family disharmony and dissolution may affect deviant behavior of the children.
Outline some causes of child/adolescence abuse and neglect.
Describe the developmental history of gangs and evaluate the extent of the present gang problem in
the U.S.
Discuss the age, race, and gender make-up of gangs.
UNIT OBJECTIVES: CONTINUED
F.
G.
H.
I.
V.
Describe the concepts of the "devious female" and the "chivalry factor."
Identify possible incidents of discrimination against females by agents of the criminal justice system.
Delineate the connection between the power-control theory and female delinquency.
Illustrate ways that the developmental period of adolescence itself directly leads to the tendency to
deviate from authority and be rebellious and possibly delinquent.
Treatment of Juvenile Delinquency
A.
B.
C.
D.
E.
F.
List the steps of the juvenile justice process and discuss the goals of the juvenile justice system.
Debate ways of deterring juvenile crime.
Contrast and compare the adult and juvenile justice systems.
Delineate the implications of the concept of parens patriae.
Critique early juvenile justice reform movements.
Discuss the due process rights of juveniles and review the law concerning police interrogation of
youths in custody.
G.
List factors influencing police discretion and discuss ways of keeping such discretion under control.
H.
Evaluate the community policing concept.
I.
Discuss the deinstitutionalization movement and its impact.
J.
Describe the waiver process.
K.
List at least five possible dispositions of the juvenile court and relate the child's right to appeal
his/her sentence.
L.
Summarize the landmark court decisions relative to the juvenile court.
M.
List and evaluate several residential treatment programs, including several local programs.
N.
Debate the relative merits of restitution and contrast community service and financial restitution.
O.
Recount the criticisms of community corrections.
P.
Discuss the history of juvenile institutions.
Q.
Discuss the special issues related to the institutionalized female offender.
R.
List treatment modalities used in juvenile institutions and evaluate their relative success.
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COURSE REQUIREMENTS/EVALUATION
Upon successful completion of the objectives of this course, the students will have moved from the knowledge
through the evaluation levels of cognition relative to juvenile delinquency. Also, students are required to
successfully complete tests and out-of-class assignments as specified by the instructor in the course syllabus.
Evaluation will be based on tests, written work, attendance, and appropriate class participation.
JUVENILE JUSTICE – SOCI 2311
COURSE OBJECTIVES
ASSESSMENT MEASURES
1.
Discuss the historical development of the
study of delinquency and illustrate its
relationship with positivistic criminology.
Test (i.e., written, oral, open book, take home, multiple
choice), and/or class participation, and/or time line
assignment for criminology and the study of deviance.
2.
Distinguish among and critically evaluate
the theories of causation and treatment of
juvenile delinquency.
Test (i.e., written, oral, open book, take home, multiple
choice), and/or attendance, and/or discussion (i.e., in
class, outside of class, field) regarding development of
theory and/or application papers.
3.
Illustrate examples of the various data
collection procedures related to delinquency
and assess types of studies conducted to
evaluate the extent, severity, and
consequences of delinquent behavior.
Test (i.e., written, oral, open book, take home, multiple
choice), and/or library assignment on data collection and
reporting procedures.
4.
Evaluate the role of the family as a factor in
both the cause of and solution to
delinquency.
Test (i.e., written, oral, open book, take home, multiple
choice), and/or guest speaker from social agency
specializing in family counseling and family therapy.
5.
Review the impact of multi-problem
situations, such as addictions, poverty,
and/or family abuse, on development of
delinquency.
Test (i.e., written, oral, open book, take home, multiple
choice), and/or same agency speaker as above, and/or
media search and report ( i.e., written, oral, self report)
related to multi-problem situations and other causal
factors.
6.
Describe the workings of the juvenile
justice system and compare with the adult
criminal court system.
Test (i.e., written, oral, open book, take home, multiple
choice), and/or discussion (i.e., in class, outside of class,
field), and/or application papers.
7.
Evaluate the social and psychological
methods of treatment of delinquent
behavior and explain how success is
measured in such programs.
Test (i.e., written, oral, open book, take home, multiple
choice), and/or guest speaker as above and/or guest
speaker from juvenile probation office, and/or discussion
(i.e., in class, outside of class, field), and/or application
papers..
8.
Compare and contrast pure and
rehabilitative prevention programs.
Test (i.e., written, oral, open book, take home, multiple
choice), and/or discussion (i.e., in class, outside of class,
field), and/or short papers..
10.
Examine the existence of cultural bias and
other multicultural issues as related to
explaining and dealing with delinquency.
Test (i.e., written, oral, open book, take home, multiple
choice), and/or discussion (i.e., in class, outside of class,
field), and/or short papers.