Test Bank for Juvenile Delinquency, 10th Edition

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Online Instructor’s Manual with TestbankforJuvenile DelinquencyTenth EditionClemens Bartollas, Frank Schmalleger, and Michael Turnerprepared byMadison GreeneUniversity of North Carolina at Charlotte

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iiiTABLE OF CONTENTS(Instructor’s Manual)To the Instructor1PART 1: THE NATURE AND EXTENT OF DELINQUENCYChapter 1: Adolescence and Delinquency2Chapter 2: Measurement and Nature of Delinquency9PART 2: THE CAUSES OF DELINQUENCYChapter 3: Individual Causes of Delinquency15Chapter 4: Social Theories of Delinquency23Chapter 5: Social Interactionist of Delinquency35Chapter 6: Delinquency across the Life Course42PART 3: THE ENVIRONMENTAL INFLUENCES ON AND THEPREVENTION OF DELINQUENCYChapter 7: Gender and Delinquency49Chapter 8: Families and Delinquency56Chapter 9: Schools and Delinquency65Chapter 10: Gangs and Delinquency74Chapter 11: Drugs and Delinquency81Chapter 12: Prevention of Delinquency88PART 4: THE JUVENILE JUSTICE SYSTEMChapter 13: An Overview of Juvenile Justice in America94Chapter 14: Police and the Juvenile103Chapter 15: Juvenile Court109Chapter 16: Juvenile Corrections120

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ivCONTENTS(Testbank)Chapter 1: Adolescence and Delinquency131Chapter 2: Measurement and Nature of Delinquency145Chapter 3: Individual Causes of Delinquency159Chapter 4: Social Theories of Delinquency174Chapter 5: Social Interactionist Theories of Delinquency189Chapter 6: Delinquency across the Life Course202Chapter 7: Gender and Delinquency216Chapter 8: Families and Delinquency230Chapter 9: Schools and Delinquency244Chapter 10: Gangs and Delinquency259Chapter 11: Drugs and Delinquency272Chapter 12: Prevention of Delinquency287Chapter 13: An Overview of Juvenile Justice in America300Chapter 14: Police and the Juvenile315Chapter 15: Juvenile Court329Chapter 16: Juvenile Corrections344

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1TO THE INSTRUCTORThis manual has been prepared to facilitate the effective use of theJuvenile Delinquency,tenth edition text for use in the classroom and to enhance the scope of its teachability.This manual is not meant to tell you how to teach, nor is it meant to be exhaustive.Instead, it seeks to provide the user with pedagogical ideas and examples to facilitate theuse ofJuvenile Delinquencyin the classroom.Each chapter of the Instructor’s Manual contains the following components:•Chapter Objectives:Topics/concepts that students should learn in each chapter.•Chapter Overview:A summary covering the essential topics addressed in eachchapter.•Lecture Outline:This section annotates a sequence of major and minor pointscovered in each chapter under relevant headings and sub-headings.•Key Terms:Lists and defines various terms used throughout each chapter.•Classroom Activities and Assignments:All chapters after Ch. 1 offer suggestedassignments depending on criteria such as available time, relevance,instructor/student interest, and class level (lower-level or upper-level).•Voices of Delinquency Assignments:All chapters after Ch. 1 offer assignmentsthat are tailored for use with the Voices of Delinquency component of theMyCrimeKit website, which are designed to increase critical thinking skills ofstudents.A Test Bank (with answer key) is provided at the end of this supplement. Four types ofevaluation questions are included in the Test Bank: (1) multiple choice, (2) true and false,(3) short-answer essay, and (4) essay questions. The questions are designed to examineissues and conceptualization of ideas throughout each chapter. The wording of eachquestion is carefully chosen as to avoid questions based on gimmicks, nit-picking, ormere guess.It is our sincere intention that instructors find this manual a valuable classroomsupplement in the teaching of juvenile delinquency and related courses.

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2CHAPTER 1ADOLESCENCE AND DELINQUENCYCHAPTER OBJECTIVESAfter reading this chapter students should be able to:1.Explain the concept of adolescence.2.Define the term “juvenile delinquency.”3.Give examples of high-risk behaviors that characterize contemporary adolescence.4.Explain the concept ofparens patriae.5.Discuss status offenses, status offenders, and the characteristics of crossover youth.6.Summarize the historical handling and treatment of juvenile delinquents.7.Explain the influence of social and structural conditions on delinquency.8.Show how changes to social policy can benefit American children.CHAPTER OVERVIEW1.Children today are treated very differently than they have been in the past,particularly because of changing understandings of adolescence. Such challengeshave been wrought by both cultural advances and studies of human development,including brain science and neuropsychological development.2.Juvenile delinquents are young people who have violated the criminal law. Juvenilecourt codes, which exist in every state, specify the conditions under which states canlegitimately intervene in a juvenile’s life. State juvenile codes were enacted to dealwith youths more leniently than adults because youths were seen as not fullyresponsible for their behavior. The codes specify that the court has jurisdiction inrelation to three categories: delinquency, dependency, and neglect. However,delinquent behavior is defined differently across the states. In many jurisdictions, theauthority of the juvenile court extends to the eighteenth birthday, but some states setthe sixteenth birthday as the limit of juvenile court jurisdiction. A few use an evenyounger age.3.High-risk behaviors include histories of physical abuse and sexual victimization,educational and vocational skill deficits, bullying, and involvement in alcohol anddrug use.4.The first juvenile court opened its doors in the late 1800s in Illinois. It created amodel for other juvenile court movements throughout the nation, and was based onthe concept ofparens patriae, under which the court assumed the role of a child’sparents. The court was charged with representing the best interests of the child.

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35.A status offense is behavior that is an offense only because the person involved is ajuvenile. Typical status offenders exhibit incorrigibility at home, run away fromhome, and are truant from school. Some status offenders commit both status offensesand delinquency, and it is not always easy to separate an offending population intodelinquents and status offenders.6.Delinquents have been treated with harsher punishments in the contemporary era thanthey used to be since the beginning of juvenile justice as a separate area of offendertreatment in the nineteenth century.7.The social setting in which delinquency occurs, and is shaped, includes historical,legal, sociocultural, economic, and political contexts. Depending on these constructs,the approach to delinquency and how it is treated change.8.Social policy refers to legislation, programs, and standards established by governmentand other important social institutions. Changes to social policy can impact childrenthrough changing recognition of the status of children generally, and through changedunderstandings of the nature of adolescence and its consequences.LECTURE OUTLINEI.Introduction•Recent studies in the field of developmental psychology and neuroscience havedemonstrated that the typical teenager brain is not mature, and juveniles areroutinely characterized by poor judgment and impulsivity.II.Understanding Adolescence•The U.S. Supreme Court has recognized the fundamental differences between thebrains of juveniles and adults in cases such asGraham v. FloridaandMiller v.Alabama.•In addition to neuroscience, the social conditions that surround children throughtheir development, such as exposure to violence, can also be examined forjuveniles and juvenile misbehavior.III. Juvenile Delinquency•A law violation by a young person is considered an act of juvenile delinquencyonly if the behavior meets all three of the following criteria: (1) the act involvedwould be a criminal offense if it were committed by an adult; (2) the youngperson charged with committing the act is below the age at which the criminalcourt traditionally assumes jurisdiction; and (3) the juvenile is charged with anoffense that must be adjudicated in the juvenile court or the prosecution and thejuvenile court judge exercise their discretion to lodge and retain jurisdiction in thejuvenile court.•Prior to the mid-twentieth century, little consideration was given to the specialneeds of children.•Since the 1950s, the term “adolescence” has come to be seen as marking anidentifiable and important stage of human growth and development.

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4A. The Changing Treatment of Adolescents•Much of recorded history reveals abuse and indifference to the fate of manychildren.•The end of child labor was one of the watershed events in the developmentof modern adolescence.•Compulsory public schooling was another important stage in thedevelopment of modern adolescence.•In the twentieth century, the belief formed that raising children had less todo with conquering their spirits than with training and socializing them.•The children’s rights movement became popular in the 1970s as a means tocompensate for young people’s lack of rights.B. Youth Culture•Youth culture consists of the unique beliefs, behaviors, and symbols thatrepresent young people in society.IV.Youth at Risk•The Federal Interagency Forum on Child and Family Statistics estimates that ofthe 25 million adolescents living in the United States, approximately one in four isat high risk of engaging in multiple problem behaviors.A. High-Risk Behaviors and Adolescence•Adolescents who have the most negative or problem-oriented factors in theirlives are defined as “high risk.”•High-risk youth often experience multiple difficulties.•Adolescent problem behaviors are interrelated, or linked.•High-risk youth tend to become involved in behaviors that contribute tounintentional injury and violence.•Delinquency is one of the problem behaviors with which almost all high-risk adolescents become involved.•Parens patriaerefers to the fact that the juvenile court could assume theparental role over juvenile lawbreakers.•Juveniles can also be arrested forstatus offenses, or acts that would not bedefined as criminal if adults committed them.V.Delinquency and the Law•Juvenile courts have jurisdiction in relation to three categories of juvenilebehavior: delinquency, dependency, and neglect.•The age at which a youthful offender is no longer treated as a juvenile rangesfrom 16 to 18.

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5VI.Status Offenders and Status Offenses•A status offense is behavior that is an offense only because the person involved isa juvenile.•Status offenders are viewed as being in need of supervision or assistance.A. Explanations for Status Offense Behavior•Generally, many status offenders come from single-parent households, andplace the blame for their problems on parental figures in the home.•Parents often view status offenders are defiant, demanding, and obnoxious.•In addition to psychological explanations, some theorists argue thatsociety’s response to status offenders, especially female status offenders, isa major contributing factor in defining who has this legal status.•TheJuvenile Justice and Delinquency Prevention (JJDPA) Act of 1974contained adeinstitutionalization of status offenders (DSO)provision,which has encouraged states to amend laws, policies, and practices that hadpreviously led to the confinement of juveniles who committed no criminalact.•The debate remains over whether or not the juvenile court should havejurisdiction over status offenders.B. Crossover Youth•Youth that are known to both the child welfare system and the juvenilejustice system.•Little integration takes place between the two systems.•Disproportionate number of crossover minority youth.VII. Handling of Juvenile Delinquents throughout HistoryA. The Colonial Period (1636-1823)•The family was the source and primary means of control over children.•Young offenders were sent back to their families for punishment. If that didnot work, they could be returned to community officials for morepunishment, including public whippings, public humiliation, or the stocks.B. The House of Refuge Era (1824-1898)•Disillusioned with family,houses of refugewere proposed. Intended toprotect children from weak and criminal parents.•Discipline was firm and harsh. Family authority is superseded by that ofthe State.C. Juvenile Courts Era (1899-1966)•First juvenile court in Cook County, Illinois 1899 was based on the legalconcept ofparens patriae.

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6•Children were not altogether responsible for their behavior. They werevictims of a variety of factors, such as poverty, the ills of city life,inadequate families, schools, and corrupt neighborhood influences.D. The Juvenile Rights Era (1967-1975)•The courts were accused of capricious and arbitrary justice. Supreme Courthands down several landmark cases to ensure children will have dueprocess.•Community based programs receive enthusiastic responses. Some believedtraining schools would eventually be phased out.E. The Reform Agenda Era (Late 1970s)•The major purpose is to divert status offenses from a criminal to anoncriminal setting.•Discourage the practice of jailing juveniles and encouraged community-based services.•Liberal blunder of failing to pay attention to serious juvenile crime becamean Achilles’ heel.F. The Social Control and Juvenile Crime Era (1980s)•Public demands for something to be done about serious juvenile crime.•1984 National Advisory Committee forJuvenile Justice and DelinquencyPrevention(NAC) leads to a focus on serious, violent, and chronicoffenders. Rejects deinstitutionalization.•Teen pregnancies, drug/alcohol abuse, and teen suicides fueled a time of“getting tough”•Growing acceptance of parents needing to be stricter with their children.•Reagan administration encourages five trends: (1) preventative detention;(2) transfer violent juveniles to adult court; (3) mandatory/determinatesentencing; (4) increased confinement; and (5) enforcement of the deathpenalty.G. Delinquency and the Growing Fear of Crime (1990s-2010)•The “crack epidemic” becomes a major impetus for the spread of drugtrafficking street gangs.•Use of guns and drugs contribute to increased murder rates among youngpeople.•States pass legislation leading to nine initiatives in juvenile justice:(1) curfews; (2) parental responsibility laws; (3) combating street gangs; (4)the movement toward graduated sanctions; (5) juvenile boot camps;(6) youth and guns; (7) juvenile proceedings; (8) juvenile transfer tocriminal courts; and (9) expanded sentencing authority.

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7H. Increased Understanding of Juvenile Behavior•Some people are now questioning the “get-tough” approach, and manyadvocate for an increase in evidence-based programs and a greater numberof restorative justice programs.VIII. The Social Context of Delinquency•Historical context influences current perceptions.•Legal context establishes the definition of delinquent behavior.•Sociocultural context examines the relationship between social institutions anddelinquency.•Economic context examines conditions and factors in which delinquents live.•Political context shapes local and national policy decisions on youth crime.•Evidence-based practices (EBP) are the most effective intervention in juvenilejustice.IX.Delinquency and Social Policy•It is important to design policy recommendations that provide helpful directionsfor dealing more effectively with adolescents in general and with delinquents inparticular.•Policy recommendations will be taken more seriously by policy-makers if theyare based on research findings that are inextricably bound to sound theory.KEY TERMSadolescence:The life interval between childhood and adulthood, usually the periodbetween the ages of twelve and eighteen years.deinstitutionalization of status offenders (DSO):The removal of status offenders fromsecure detention facilities.delinquent youth:A young person who has committed a crime or violation probation.houses of refuge:Institutions that were designed by eighteenth-a and nineteenth-centuryreformers to provide an orderly disciplined environment similar to that of the “ideal”Puritan family.juvenile:A youth at or below the upper age of juvenile court jurisdiction in a particularstate.juvenile delinquency:An act committed by a minor that violates the penal code of thegovernment with authority over the area in which the act occurs.Juvenile Justice and Delinquency Prevention Act (JJDPA) of 1974:A federal law thatestablished a juvenile justice office within the Law Enforcement AssistanceAdministration to provide funds for the prevention and control of youth crime.Office of Juvenile Justice and Delinquency Prevention (OJJDP):A federal agencyestablished with the passage of the 1994 Juvenile Justice and Delinquency PreventionAct.

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8parens patriae:A Medieval English doctrine that sanctioned the right of the Crown tointervene in natural family relations whenever a child’s welfare was threatened. Thephilosophy of the juvenile court is based on this legal concept.status offender:A juvenile who commits a minor act that is considered illegal onlybecause he or she is underrate. Various terms used to refer to status offenders in cluedMINS (minors I need of supervision), CHINS (children in need of supervision), CHINA(children in need of assistance), PINS (persons in need of supervision), FINS (families inneed of supervision), and JINS (juveniles in need of supervision).status offense:A nondelinquent/noncriminal offense; an offense that is illegal forunderage persons, but not for adults. Status offenses include curfew violations,incorrigibility, running away, truancy, and underage drinking.

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9CHAPTER 2THE MEASUREMENT AND NATURE OF DELINQUENCYCHAPTER OBJECTIVESAfter reading this chapter students should be able to:1.Give examples of the types of information provided by each major source of data ondelinquency.2.Explain how social factors such as gender, racial/ethnic background, peer pressure,and social class relate to delinquency.3.Explain how social policies affect youth violence trends.CHAPTER OVERVIEW1.Official and unofficial statistics on juvenile delinquency come from the FBI’s UCRProgram, published juvenile court statistics, cohort studies, self-reports, andvictimization surveys. They tell us, for example, that youth crime is widespread inU.S. society, and that juveniles today are committing more violent crimes than theircounterparts did in the past. It is important to note, however, that juvenile homiciderates have been decreasing since 1994.2.The length and intensity of juvenile offending are impacted by factors such as the ageof onset, an escalation in frequency and types of offending, the specialization ofoffenders, and a tendency toward chronic offending that continues into adulthood. Inshort, young people who begin offending early (an earlier age of onset) tend to havelong delinquent careers; and at least some youthful offenders progress to increasinglyserious forms of delinquency, with a handful of youthful offenders going on tobecome career offenders.3.It is argued that traditional approaches to problem youth and interventions used toaddress them take on a deficit-based perspective. The Positive Youth Development(PYD), on the other hand, bases its approach on resilience and competencies ofyouths. The concept of PYD is that youths will flourish when connected to the rightmix of relationships, opportunities, and social assets.LECTURE OUTLINEI.Introduction•Necessary to examine the extent of delinquent behavior, the social factors relatedto delinquency, the dimensions of delinquent behavior, and the various ways tomeasure delinquency.

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10II.Major Data Sources in Delinquency•Prevalence of delinquencyrelated to proportion of cohort and specific age.•Incidence of delinquencyrefers to the frequency of offending or number ofevents.A.Uniform Crime Reports•1870 Congress created Department of Justice for federal record keeping.•Creation ofUniform Crime Reportsand the FBI to serve as clearinghousefor data.•Crimes divided into two classes: Part I and Part II offenses.•UCR only reports the most serious offense.•National Incident-Based Reporting System (NIBRS) created to providemore comprehensive and detailed information about crime incidents. UnlikeUCR, NIBRS reports all offenses committed during a crime event.•Problems of UCR’s include underestimating crime and police manipulation.B.Crime by Age Group•Juveniles between ages 10 and 17 constitute about 25 percent of the U.S.population, and are arrested for 10.1 percent of the violent crimes and 13.6percent of property crimes.•Juveniles were arrested for 15 percent of all burglaries, 20 percent of allrobberies, 12 percent of weapons offenses, 7 percent of murders, and 7percent of aggravated assaults.•Juvenile violent crime has been decreasing in the past twenty years.•Juvenile females arrested represented 9.9 percent of all female arrests.C.Juvenile Court Statistics•Juvenile Court Statisticsreleased annually by the Office of Juvenile Justiceand Delinquency Prevention (OJJDP).•The number in juvenile court significantly increased from 1960 until theearly 1980s, when it began to level off.•34 percent of juvenile court cases were property cases, 27 percent wereperson offenses, 26 percent were public-order offenses, and 13 percent weredrug offenses.•56 percent of all delinquency cases are petitioned, and 44 percent of non-petitioned cases were informally handled cases.•Limitation is that the cases reported make up only a small percentage of thetotal number of juvenile offenders and offenses.D.Self-Report Studies•Aim to measure the large amount of hidden delinquency not contained inofficial measures.

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11•Limitations include false inferences, varied social settings make it difficultto test hypotheses, and validity and reliability are questionable.E.Validity and Reliability of Self-Report Studies•Evidence tends to show that self-reports underestimate the illegal behaviorof seriously delinquent youths.•Hindelang and colleagues concluded that reliability measures areimpressive.F.Findings of Self-Report Studies•Almost every youth commits some act of delinquency.•Youth who become involved in violent behavior at an early age tend to laterbecome chronic violent offenders.•Considerable undetected delinquency takes place, and police apprehensionis low.•African American offenders provide less accurate self-reports than whiteoffenders.G.Victimization Studies•National Crime Victimization Survey (NCVS)conducted annually by theBureau of Justice Statistics and administered by the U.S. Census Bureau.•Number of victimizations uncovered by the survey was much higher thanthe number of offenses reported to police.•Juveniles are highly overrepresented in comparison to other age groups inthe population of those victimized.•African Americans are more likely than Caucasians to be victims ofviolence overall.•Still has issues with validity and reliability.H.Cohort Studies•A specific example of the longitudinal method.•One major issue is the generalizability of the findings. Other issues includehigh cost and time-consuming.•Have found that lower-class minority males commit the most seriousoffenses, that a few offenders commit the majority of serious property andviolent offenses, and punishment by the juvenile justice system tended toencourage future criminality.III. Social Factors Related to DelinquencyA.Age and Delinquency•Relationship between age and crime is one of the most stable findings.•Offending rates increase in the teenage years, peak in the late teens andearly twenties, and decline thereafter.

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12B.Gender and Delinquency•Adolescent males are involved in more frequent and more seriousdelinquent acts than adolescent females.•Adolescent females are victimized more often than adolescent males.C.Racial/Ethnic Background and Delinquency•Official statistics report that African Americans are overrepresented inarrest, conviction, and incarceration relative to their population base.However, self-report studies have found that African Americans are notsignificantly worse than Caucasians in their prevalence or frequency ofoffending.•Involvement in more serious and violent forms of delinquency may beinfluenced by neighborhood context and SES.D.Socioeconomic Status and Delinquency•Research has been unable to establish a firm relationship between SES anddelinquency.•May be that lower-class youth have the same frequency of committingdelinquent acts as middle-class youth, but differ in types of delinquentbehavior.E.Peers and Delinquency•One of the most consistent findings in delinquency research is thecorrelation between peer behavior and delinquency.•Hirschi believed that most delinquents have relationships with each otherthat can be described as “cold and brittle.” Hirschi argued that “sincedelinquents are less attached to strongly attached to conventional adults thannon-delinquents they are less likely to be attached to each other.”IV.Delinquency and Social Policy: Guns and Youth Violence•Youths who carried guns were more likely to live in communities that had ahigh prevalence of gun ownership.•Youth who lived in communities with high rates of violence were more likelyto carry guns.•Youths who carry guns were more likely to engage in serious assaults androbberies.•Youths who sold large amounts of drugs were more likely to carry guns.•Youths who were heavy drug users were more likely to carry guns.KEY TERMSage of onset:The age at which a child begins to commit delinquent acts; an importantdimension of delinquency.

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