Introduction

Author(s):  
Tera Eva Agyepong

This chapter describes the arc of the book’s narrative and includes a brief description of each chapter. The overarching argument—that notions of race, childhood, and rehabilitation intersected with the new apparatus of Cook County Juvenile Justice System, and shaped the evolution of juvenile justice in Illinois—is introduced with a case study about a poor migrant boy. His experience foreshadowed the fate of many African American children in Chicago’s juvenile justice system.

2015 ◽  
Vol 12 (2) ◽  
pp. 1416
Author(s):  
Sedat Kula

<p>Turkish juvenile justice system constitutes special and important place in justice system due to its focal point to the juvenile and juvenile rights. As it is in the world, the main purpose of the juvenile justice system in Turkey is not only to handle the judicial process, but also to get the juveniles out of the system at lower costs as possible and to make them continue their lives without having any problems. Besides the policies and implications carried out in the juvenile justice system in the name of struggling with juvenile delinquency, this study emphasizes the importance of crime prevention strategies out of the juvenile justice system. Within this frame, it is emphasized the necessity of all related institutions working together in a harmony after analyzing the Turkish juvenile justice system. Another important point that this study tries to emphasize is that policies in the scope of the juvenile justice system were not created based on the idea of preventing crime committing again, rather based on punishment, compensation, and public protection. Therefore, it is recommended to review the policies and to emphasize the necessity of functional and integrated juvenile justice system.</p><p> </p><p><strong>Özet</strong></p><p>Odak noktasında çocuk ve çocuk haklarının olması sebebiyle Türk Çocuk Adalet Sistemi (TÇAS), adalet sisteminin çok özel ve önemli bir alanını oluşturmaktadır. Tüm dünyada olduğu gibi Türkiye’de de çocuk ceza adalet sisteminin temel amacı sadece çocuğun içinde bulunduğu adli durumla ilgili adil bir işlem tesis etmek değil aynı zamanda çocuğun bu zorlayıcı süreçten en az zararla çıkmasını sağlamak ve yetişkin bir birey olarak olabildiğince sorunsuz hayatlarına devam etmelerini sağlamaktır. Çocuk suçluluğu ile daha etkin mücadele edilmesi noktasında ceza adalet sistemi içerisindeki politika ve uygulamaların yanı sıra bu sistemin dışında ki suç önleme stratejilerinin de mutlaka ele alınması gerektiğinden haraketle bu çalışmada Türk çocuk ceza adalet sistemi üzerinde kapsamlı bir analiz yapılarak Türk çocuk adalet sisteminde yer alan tüm kurum ve kuruluşların uyum ve eşgüdümlü şekilde çalışması gerektiği üzerinde durulmaktadır. Üzerinde durulan diğer önemli bir husus ta çocuk ceza adalet sistemi içerisinde üretilen politikaların suçun tekrarının önlenmesine yönelik esaslı bir düşünce tarzından ziyade genelde cezalandırma, geleneksel caydırıcılık, etkisiz hale getirme, iyileştirme, kamunun korunması ve zararın tazmini temeline dayanmakta olduğu tezinden hareketle bu konudaki politikaların gözden geçirilerek işlevsel ve bütüncül bir sistemin gerekliliğini ortaya koymaktır.</p>


Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy

This chapter provides an overview of the juvenile justice system, as well as descriptions of alternative education settings, and offers suggestions for counselors who work with students who are involved with that system. Students who are involved with the juvenile justice system face a number of risks that impact them at school, including trauma, comorbid psychiatric disorders, substance abuse, learning disabilities, and underachievement. Counselors working with this group of students need to take time to establish effective rapport and develop a treatment plan that takes into account the complexities of these students’ lives. Specific counseling strategies discussed include solution-focused brief therapy, cognitive-behavioral therapy dialectical behavior therapy motivational interviewing (MI), multisystemic therapy and group counseling.


2015 ◽  
Vol 29 (6) ◽  
pp. 884-894 ◽  
Author(s):  
James R. Andretta ◽  
Aaron M. Ramirez ◽  
Michael E. Barnes ◽  
Terri Odom ◽  
Shelia Roberson-Adams ◽  
...  

2017 ◽  
Vol 38 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Rebekah J. Savage ◽  
Jasmine M. Reese ◽  
Stephenie Wallace ◽  
Timothy Wang ◽  
Traci Jester ◽  
...  

2014 ◽  
Vol 49 (5) ◽  
pp. 610-633 ◽  
Author(s):  
Abigail B. Williams ◽  
Joseph P. Ryan ◽  
Pamela E. Davis-Kean ◽  
Vonnie C. McLoyd ◽  
John E. Schulenberg

Little is known about what factors contribute to African American youth desisting from offending. Participants were 3,230 moderate- to high-risk adolescents from Washington State who completed a statewide risk assessment to assess the likelihood of recidivism. Participants were screened by juvenile probation officers between 2003 and 2010. Researchers investigated whether youth possessed protective factors and whether developmental change took place after contact with the juvenile justice system. It was hypothesized that having protective factors would decrease the likelihood of recidivism and the impact of each factor would differ by gender. Findings indicate African American youth have protective factors across a range of domains. However, little developmental change occurs after contact with the juvenile justice system. Impulse control, parental supervision, and pro-social peers were important for reducing recidivism. Problem solving was more influential for African American males, while impulse control and parental supervision were more influential for African American females. Implications for practice and policy are discussed.


2002 ◽  
Vol 10 ◽  
pp. 49 ◽  
Author(s):  
Donald R. Livingston ◽  
Sharon M. Livingston

Our analysis begins with an examination of the state of Georgia's rationale for the decision regarding social promotion that was based on the perceived views that teachers have on the issue. Research suggests, however, that teachers hold contradictory opinions concerning the use of standardized tests for high stakes decisions, such as promotion, and are not aware of the consequences most children suffer when they fail a grade. Following a discussion that challenges the claims of success in Chicago, Baltimore, and Texas, we explore the viability of choosing litigation as a strategy to stop the use of high stakes tests given the adverse impact they have on protected minorities. From a study of the thirty-nine poorest counties in rural Georgia, the relationships between poverty, race and the Georgia Criterion Referenced Competency Test Results suggest that these tests do have an enormously disparate impact on impoverished African American children. Because chances for educational attainment will be severely limited by this test, most African American children will be discouraged from achieving a high school diploma. As a way to put a face on the data, a case study of a young girl who would probably fail her grade in school if the law was enforced is presented followed by recommendations that argue for changes in education policy and teaching. Rather than mandate a ban on social promotion, the state of Georgia should pursue improvement of socio-economic conditions, education policy and pedagogy.


Sign in / Sign up

Export Citation Format

Share Document