Juvenile Justice And Delinquency Prevention (OJDP)

3/15 – Present AB 109, Los Angeles County Probation Department, Downey, CA. PROGRAM ANALYST Analyze and make recommendations to Bureau Chief, Senior Directors, Directors, Supervising Deputy Probation Officers, and Supervising Program Analyst on technical, procedural and conceptual problems to establish benefits for target population which include case management maintenance, housing, employment, education services, substance use, and mental health treatment. Evaluate AB 109 program designs, including number of clients to be served and units of service to be delivered to prepare written recommendations to management regarding impact on services. Prepare monthly and statistical management reports to analyze and reflect the effectiveness of

The Juvenile Justice Delinquency Prevention and Protection Act (JJDPA) was established in 1974 and was the first federal law that dealt comprehensively with juvenile delinquency to improve the juvenile justice system and support state and local efforts at delinquency prevention. This paper will assess the JJDPA and summarize its purpose and implementation and enforcement. Next, there will be a discussion of the historical context of the policy; followed by a focus of the latent consequences. Finally there will be a vignette as to how this Act has affected a person or family as well as personal reflection toward the policy.

The Juvenile Justice and Delinquency Prevention Act of 1974, also can be referred as JJDPA, was originally called the Juvenile Delinquency Prevent and Control Act of 1968. The act of 1968 was to “to assist the courts, correctional systems, community agencies, and primary and secondary public school systems to prevent, treat, and control juvenile delinquency; to support research and training efforts in the prevention, treatment, and control of juvenile delinquency; and for other purposes,” (OJJDP). The interest in delinquency prevention, diversion and deinstrulationazation program starts between the 1960s-1980s. It was the initial way of getting the right help for youth in order to control and change their mindsets to prevent them from transferring

The Youth and School Resource Officers School Resource Officers (SROs) are sworn police officers trained to serve and protect the community. As such, they have a duty to serve and protect schools within their jurisdiction as part of a total community-policing strategy. Research has shown that the youth with healthy relationships and “protective factors” have a reduced chance of becoming involved in serious delinquency. These “protective factors” include adding school resource officers to school campuses with the growing number of at-risk students. It is important for schools to have SROs because the SRO’s role on school campus is keeping students safe and supporting the education mission not only as law enforcement officer but also as a teacher and a counselor.

A huge way in which the YCJA promotes equity is through its main focus on rehabilitation rather than just the punishment of the child. A study from Justice Canada found that the YCJA’s focus on rehabilitation has led to a significant drop in the rate of re-offenses among youth offenders proving that through rehabilitation, the youth are more likely not to re-offend, resulting in not returning back to the justice system (Justice Canada). To add onto that, the YCJA has created specialized courts for youth to better meet the unique needs of the

The third step includes involve prevention policies, strategies, and programs that are intended to reduce risk factors and increase protective and promotive factors. According to the Article “What Can Do to Help Prevent Gang-Joining” by Gary D. Gottfredson he explain Those who were involved in the program showed less problem behavior, absenteeism and poor school performance; more employment at a one year follow up; and fewer court records at a five-year follow up(93). Thus to further Gery evidence he also stated “school wide strategies to promote a safe climate via clear and consistently grams clarity expectations for students behavior and disciplinary action, and they communicate rules and consequences(96). Gery Gottfredson point out Programs Implement policies, strategies and programs that are intended to reduce risk factor and increase more protective and promotive setting for young

McCarter describes thoroughly the consequences STPP has on the nation’s school-age youth, including but not limited to increased exposure the criminal justice system, and gives solutions that schools can implement that will hopefully limit the overwhelming amount of students coming in contact with the STPP. The article proves that zero tolerance policies are not conducive to a safe school environment and does not foster a safe learning climate for

Some people believe that the YCJA is effectively dealing with youth crime

At CCJTDC, there is no system in place to track the amount (or there lack of) of contact professional personnel encounter with juveniles. There is no system that tracks the counselors’ or mental health physicians’ actives with these juveniles. It is particularly alarming, considering over a third of delinquent juveniles are diagnosed with mental health issues. Additionally, no system is in place that tracks the number of times a particular staff enters a juvenile’s cell. Their privacy could be invaded at any time.

In this study researchers analyze two different gang prevention programs which are the truancy reduction program and the school resource and officer program. The researchers measured their program efficiency by using a ratio of the cost of juvenile crime over the cost of the program. The S.R.O.P. and T.R.P. are typical school-police collaboration programs. The S.R.O.P. is a program that teaches students about drugs, alcohol use, and resisting peer pressure. The T.R.P. aim is to control daytime juvenile offenses, if they are in school then they won’t be able to commit crimes.

The Juvenile Division is filled with a team of advocates specifically for their children in order to address their needs in school. They also have social workers, and court advocates that represent on their behalf in order to provide assistance for the child. If a student is having problems within the school, Powers says they work “collaboratively” with the school and the student in order to address any critical issues: violence within the school, Individual Education Plan (IEP), Probation, family therapy, “also by working with the needs of the family and not just the needs of the child is very important”. Ms. Powers recognizes the underlying factors that leads to delinquency in juveniles may be due to

In an article called “Teen Court- Is it an Effective Alternative to Traditional Sanctions” which was published in the Journal for Juvenile Justice and Detention Services evaluated in detail the effectiveness of the teen courts and the results they were having. In 1992 Kentucky aimed at establishing teen courts as a Law Related education program which according to the Global Youth justice website “is designed to equip non-lawyers with knowledge and skills pertaining to the law, the legal process, the legal system, and the fundamental principles and values on which these are based.” By 1996 there was a need for a formal guide for the establishment of teen courts in an area so The American Probation and Parole Association developed and published an article called “ Peer Justice and Youth Empowerment: An Implementation Guide for Teen Court Programs.” The article stated the foundation guidelines on developing, implementing and enhancing the teen court

Within the urban communities, negative perceptions are magnified. Adolescents are more prone to be a product of their environment, especially those whose parents are incarcerated. Because of this trend adolescents are being incarcerated at an alarming rate and sentenced to adult facilities. Lambie & Randall (2013) states, the United States have imposed harsher penalties on serious young offenders, and have consequently increased rates of incarcerated youth and made it easier for youth to be treated and incarcerated as adults within the justice

Focusing on these solutions can enhance students well-being and life trajectory, reduce racial disparities and decrease the amount of youths in the criminal justice system. Students and parents have the greatest stake in this issue. However, schools, educators, and advocates are also stakeholders. If the solutions require additional resources, then taxpayers also have a stake. Finally, the

The programs offer a variety of services and programs that will improve the mentality, education, and lives of the juveniles. All three programs focus on juveniles and the issues specific to the juvenile. The three Juvenile Youth Programs that I have chosen to discuss are Outward Bound Program, Phoenix Youth and Family Services (SouthEast Arkansas), and Project