Fluent Essays

***The minimum word count for the entire is 1300 words and you must include three scholarly sources! Scholarly sources does not count toward word count! You must use correct APA formatting to cite your sources. Be sure to read the entire assignment and address each issue/question posed. (References doesnt count towards word count)***1. Case SummaryUse your text and the internet to research the case of In re Gault. In a narrative format, outline the case. Give the facts, issue, and court holding.2. Case AnalysisWhat rights did the court find Gault had been denied? What constitutional provisions provided those rights to Gerald Gault?3. Case AnalysisDiscuss in detail the 14th amendment and Gaults confinement to an Industrial School. What are the purposes of juvenile courts?4.Executive DecisionsYour states governor has appointed you to a task force on juvenile justice reform. Outline at least ten key issues facing juvenile justice. Then offer ten proactive approaches to combat the problems. ccj_4300_unit_5_read1.pdf Unformatted Attachment Preview Community-Based Correctional Programs for Juvenile Offenders M I After studying this chapter, you should be able to L • Define community-based corrections E • Describe common objectives of community-based correctional programs S • Describe different kinds of at-home community-based programs , Chapter Objectives • Describe different types of out-of-home or residential community-based programs • Describe standard probation and how it varies between and within jurisdictions S H Evaluate the effectiveness of standard probation A Describe recent trends in juvenile probation N Describe problems that confront community-based correctional programs N Evaluate the effectiveness of community-based correctional programs O Explain why aftercare is a key component of juvenile corrections N • Describe the basic roles performed by juvenile probation officers • • • • • 1 9 Chapter Outline 0 Introduction 9 At-Home Community-Based Programs for Juvenile Offenders Out-of-Home (Residential) Community-Based Placements T for Juvenile Offenders S The Effectiveness of Community-Based Corrections for Juvenile Offenders Linking Institutional and Community-Based Corrections: Aftercare Programs Legal Issues Chapter Summary Key Concepts Review Questions Additional Readings Notes © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. 1592 chapter 11 284 chapter 11 Community-Based Correctional Programs for Juvenile Offenders ■■ Introduction nonformal ­p rocessing Includes various ways of processing cases that do not involve an adjudication and the initiation of a formal juvenile court record for the youth. formal processing Case processing that results in an adjudication and initiation of a formal juvenile court record. community-based corrections Noninstitutional correctional ­programs and interventions designed to provide services to children in a community setting. When youths are adjudicated, a number of dispositional options may be exercised by juvenile courts, although the options available in many jurisdictions are limited because of a lack of community resources. Regardless of the number of options available to courts, however, they fall into three broad categories. One category of options is nonformal processing , which includes dismissal of the case, used in a small percentage of cases; referral to a community diversion program (note that some states limit the types of crimes that can be referred to diversion programs); and placement on nonformal probation. The two categories of formal processing options are placement in a community-based correctional program and placement in an institutional correctional program. This chapter examines the operation and effectiveness of placement in community-based correctional programs. The term community-based corrections refers to diverse types of supervision, treatment, reintegration, control, and support programs M for youths involved in the juvenile justice process. These programs are based on the belief that the most effective way to encourage law-abiding I behavior on the part of youths is to help them assume legitimate roles in the community.1 L are diversion, pretrial release, probation, foster care, Examples of community-based programs group home placement, and parole. Some E of these programs, which are referred to as at-home community-based programs, are designed to provide services to youths in their own homes. S Other community-based programs provide services to youths who are removed from their homes, at least for short periods of time;, these are referred to as out-of-home community-based programs. Like other correctional interventions, community-based programs are intended to accomS plish a variety of objectives, although the objectives actually pursued by different programs vary to some extent. These objectives H include controlling and sanctioning youths, allowing youths to maintain existing ties with the A community, helping them restore ties and develop new and positive ones with the community (reintegration), helping the individual avoid the N negative consequences of institutional placement, providing a more cost-effective response N the likelihood of recidivism.2 to those who violate the law, and reducing Probation probation The conditional release of an adjudicated youth into the community under the supervision of the court. O N ■■ At-Home Community-Based Programs for Juvenile Offenders Probation is the most frequently used correctional response to youths who are adjudicated in juvenile courts. For example, in 2009, 61out of every 10 delinquency cases (60\%) adjudicated in juvenile courts were given probation.93 Probation is the conditional release of an adjudicated youth into the community under the supervision of the court. The conditions under which 0 a youth is released constitute the rules of probation. Typical rules of probation require the 9 rules; be home each day by a certain time; meet with probationer to obey all laws; follow home the probation officer when requested; T and, if the youth is of school age, attend school each day and obey the rules of the school. However, a court may make other rules of probation S if it thinks they are necessary to assist the youth and protect the community. The court, for example, might demand that the youth avoid certain people or places, attend counseling, and make restitution to the victim. The role of the probation officer is to monitor the youth and/ or assist the youth in his or her efforts to adhere to the rules of probation. Simply defining probation, however, does not reflect the complexities of probation or the disparities that exist in the practice of probation. In fact, considerable variability in © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. 1592 285 At-Home Community-Based Programs for Juvenile Offenders © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. 1592 © Richard Clark/iStockphoto probation practice can occur in the same state and even in the same probation department. Some juvenile courts have more than one type of probation program for youths under their supervision. These different ­programs—sometimes called standard, moderate, and intensive probation—are intended to reflect different levels of contact between probation officers and their clients. Other courts or probation departments do not make a formal distinction between types of probation programs. Whether probation is called standard, moderate, or even intensive probation in some cases, the level of contact between a probation officer and a client can range from regular to infrequent. There are jurisdictions that, because of large caseloads, are able to provide only “file drawer probation ,” which is characterized by a M lack of meaningful and regular contact between probation officers and probationers. Moreover, I there is considerable variability in the training, skills, motivation, and workloads of individual probation officers. Some probation officers are well trained, highly skilled, and motivated, and L work with small caseloads. Others have received relatively little training, lack motivation, and E having regular contact with each have large caseloads, which of course prevents them from S officers available for working of their clients.4 In order to determine the number of probation with (or for) juvenile courts, some states use population formulas. In other states, the deter, mination of the number of available probation officers is made locally and may be based on the level of community resources and various political factors.5 Not only do probation officers differ in terms of their S ability and willingness to supervise or work with clients, but communities also vary in the number and quality of services available H for use by probation officers and probationers. Some communities have a range of high-quality A education programs, day treatment programs appropriate for probationers, such as alternative programs, educational support services, job training andNplacement programs, substance abuse treatment programs, counseling services, and structuredNrecreational programs. Unfortunately, many other communities lack such programs or have only a few high-quality programs that are O accessible to court-involved youths. The availability of high-quality programs in a community is important to probation officers, because they often serve N as service brokers who attempt to link clients with appropriate community services and thereby reduce the likelihood of further law-violating behavior. Juvenile courts and other governmental units responsible for funding 1 support of probation services. Some or administering probation departments also vary in their probation departments receive considerably more resource 9 support than others. For example, probation departments vary considerably with respect to the number of probation staff, the 0 number and types of support staff, staff training, pay and benefits, and effective supervision 9 and administration of the department. Although the actual practice of probation varies, T probation officers usually perform six important functions in the juvenile justice process: (1) they do intake screening; (2) they S conduct presentence investigations; (3) they supervise offenders and monitor the extent to which youths adhere to their probation orders; (4) they provide assistance to youths placed on probation; (5) they provide ongoing assessments of clients’ needs; and (6) they complete a variety of job-related administrative tasks. In some jurisdictions, all of these functions are the responsibility of the same individual, whereas in other jurisdictions, probation officers specialize in one or more. file drawer ­p robation A form of probation where probation officers (POs) have large caseloads that limit interaction with clients and where POs spend most of their time in their offices, in court, and preparing reports and other documents for legal proceedings. 286 chapter 11 Community-Based Correctional Programs for Juvenile Offenders FY I  The Level of Probation Supervision Varies Across Jurisdictions and Clients Many probation officers develop their own levels of probation supervision for their caseload or their own system for prioritizing their cases, based on their assessment of need and the time they have available for the various tasks they are required to perform. For example, at any one time, some cases on a probation officer’s caseload will be in crisis (e.g., because of a family fight, the suspension of a youth from school, or because the youth lost his or her job) and will require considerable expenditure of time and energy on the part of the officer. In contrast, other cases will be relatively trouble free and close to discharge from probation. As a result, the probation officer will have considerably more contact with some probationers than with others. Moreover, because probation officers are responsible for preparing reports for the court and attending court hearings, the number of these events will affect the time POs have to meet with clients. M I Myth vs Real ity  Probation Can Mean Regular Supervision and L Provision of Services E Myth—Most juvenile probation officers have large caseloads that prevent them from effectively monitoring their clients, thus endangering public safety.S Reality—Although some juvenile probation ,officers have caseloads of more than 200 clients, the average juvenile probation caseload is about 41 active cases (11 more than the optimal caseload of 30 suggested by probation officers themselves).6 Moreover, most youths placed on probation are nonviolent offenders. Only 25\% of the adjudicated cases that were placed onS probation in 2007 involved person offenses.7 presentence ­i nvestigation An investigation that is typically completed by a probation officer prior to the disposition; it is intended to assist the hearing officer in deciding the best response to an adjudicated youth. H As noted previously, intake screeningAinvolves making decisions about the most appropriate ways of processing cases referred to theNjuvenile court. It is at the intake stage that decisions to dismiss, petition, or handle a case in some nonformal way are made. Moreover, those who N perform intake screening may employ considerable discretion in making intake decisions. In addition to this, the presentence investigation O plays a critical role in juvenile court dispositions because hearing officers rely on these investigations to decide upon the most appropriate way N of handling formal cases. The supervision and assistance roles of probation officers involve monitoring probationers to ensure that they are complying with1the rules of probation and providing various types of help to them. The supervision role requires checking to ensure that probationers are at school, 9 work, home, or other places at designated times or monitoring youths assigned to electronic 0 or officer-monitored house arrest programs. It may also require collecting urine samples from youths to enable screening for substance use. The assistance role may encompass service 9 brokerage and the provision of direct services to clients. When acting as a service broker, the T probation officer attempts to link youths and possibly families with community agencies. The S such as basic counseling, job search assistance, basic officer might also provide direct services, family counseling, and crisis intervention services, as well as act as an advocate for youths in dealings with parents or other relatives, teachers, school administrators, employers, and social service personnel. In cases where probation officers have an opportunity to have regular contacts with clients, they are in a position to better understand problems that may have contributed to the youths’ involvement with the court. They can also conduct investigations into the youths’ and families’ needs. Such investigations may uncover problems that were passed over or have arisen since the presentence investigation. By becoming aware of current problems, the probation officer will be in a better position to recommend or develop, possibly with the court’s assistance, strategies for helping youths successfully complete probation and avoid subsequent delinquent activity. © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. 1592 At-Home Community-Based Programs for Juvenile Offenders Because probation officers work for and with governmental agencies with significant legal responsibilities, probation officers also engage in a variety of job-related administrative tasks such as filing orders and paperwork related to the processing of cases and preparing reports of casework activity. Furthermore, probation officers may be employed in specialized programs operated by or on behalf of courts. For example, juvenile courts or other government agencies may have a variety of programs, such as diversion and foster care programs, and also operate their own shelter-care units, group homes, and detention centers. Probation officers may be used to staff these programs or may be responsible for providing basic casework services to youths in these programs. In performing their various duties, probation officers may experience conflict between their supervision and assistance roles (sometimes referred to as their “law enforcement” and “social work” roles).8 One the one hand, as social control agents, probation officers have a responsibility to protect the community and to make sure that their clients follow the rules of probation. M This is their law enforcement role. Indeed, probation officers may be sworn officers of the court and may possess the same arrest powers with respect toIjuveniles as any other law enforcement officer. On the other hand, they may be expected to work L closely with other agencies and with parents in assisting their clients. Moreover, they are expected to work closely with the youths on E their caseload in order to help them make appropriate choices and avoid further law-violating S behavior. This is their social work role. Their law enforcement and social work roles are not always compatible,9 and individual officers may deal with , the role conflict by emphasizing one role over another or by attempting to balance the roles,10 often emphasizing different roles with different probationers. However, large caseloads cause many probation officers, regardless S intervention mode. When clients’ of their own beliefs about their roles, to operate in a crisis problems come to their attention, they attempt to react H to these crises as best they can, but they may have very little time left over to spend in providing proactive assistance to clients. A N F YI  Probation Officers Perform a Number of Functions N By the mid-1990s, there were an estimated 18,000 juvenile probation officers in the United States. Approximately O 85\% of these individuals were line staff involved in providing basic intake, investigation, and supervision N of probation offices or the supervision of services; the remaining 15\% were involved in the administration probation staff.11 1 9 F YI  There Is Considerable Variability in Probation Practice 0 Although probation involves doing intake screening, conducting presentence investigations, supervising cases, 9 providing assistance to clients, conducting ongoing evaluations of clients’ needs, and completing routine T officers spend on the different tasks varjob-related administrative tasks, the amount of time that probation ies considerably. In some jurisdictions, probation officers spendS a majority of their time dealing directly with clients or making client-related contacts designed to assist youths on probation. In other jurisdictions, much of their time is spent preparing court reports and engaging in other administrative tasks. The Organization of Juvenile Probation The organization and administration of juvenile probation varies from state to state. The most common model is for probation to be part of a state executive agency. This model is used in 12 states (Alaska, Delaware, Florida, Kentucky, Maine, Maryland, New Hampshire, New Mexico, North Carolina, Rhode Island, South Carolina, and Vermont). Also, state executive agencies are involved in some way in the administration of probation in 11 other states © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. 1592 287 288 chapter 11 Community-Based Correctional Programs for Juvenile Offenders (Georgia, Louisiana, Michigan, Minnesota, Mississippi, North Dakota, Oklahoma, Oregon, Tennessee, Virginia, and Wyoming). In those states where a state executive agency has all or some responsibility for administering probation, the most common type of state executive agency used to administer probation is a juvenile corrections agency, such as a state Department of Juvenile Justice. In other states, the executive agency responsible for probation, at least in part, is a state child protection agency, human services agency, or an adult corrections agency.12 In addition to the state executive agency model of juvenile probation administration, other states employ a local judicial model in which juvenile probation is placed under local juvenile courts. This is the model employed in nine states (Arizona, Arkansas, Colorado, Idaho, Illinois, Indiana, Kansas, Pennsylvania, and Texas). Also, in 15 other states (Alabama, California, Georgia, Louisiana, Michigan, Minnesota, Mississippi, Nevada, Ohio, Oklahoma, Tennessee, Virginia, Washington, Wisconsin, and Wyoming), probation is administered by local juvenile courts in some parts of the state, such as urban areas.13 In other states, a state-level judicialM model is used to administer probation. In this model, I a state-level judicial agency, such as a State Court Administrator’s Office or Admin ... Purchase answer to see full attachment