Viewpoint Policy Discussion and Responses

In this discussion, students will demonstrate an understanding of the theories and causes of juvenile delinquency, as well as policy implications related to these theories, by applying these theories to a specific situation and discussing policies that can be implemented to address and prevent delinquent behavior.

Step 1: Choose one of the following:

“Viewpoint” policy discussion at the end of Chapter 3 in your textbook

“Viewpoint” program discussion at the end of Chapter 4 in your textbook

“Viewpoint” program discussion at the end of Chapter 5 in your textbook

“Viewpoint” case study at the end of Chapter 6 in your textbook

Step 2: Create an initial post addressing the following elements:

1. Briefly and concisely summarize your “Viewpoint” reading so that readers who may not have reviewed this selection have a clear understanding of it.
2. Identify at least one specific, modern criminological theory that you learned about in the chapter readings that is directly relevant to your “Viewpoint” discussion.
3. Possible choices here include the following theories: rational choice, biochemical, neurological, genetic, evolutionary, psychodynamic, attachment, behavioral/social learning, cognitive, social ecology, General Strain Theory, focal concerns, delinquent subculture, differential opportunity, differential association, neutralization, social bond, social reaction/labeling, age-graded, General Theory of Crime, Loeber’s pathways, or Moffitt’s offender typologies.
4. In your own words, clearly and concisely describe your selected theory.

Clearly identify how your theory explains juvenile offending. In other words, what is/are the key factor(s) that lead to offending?

Clearly state how the theory is relevant to your “Viewpoint” selection.

• Identify one specific concept (for example, one of the key terms listed at the end of the chapter) that is relevant to your “Viewpoint” selection.
• Define this concept and clearly discuss why it is relevant to your “Viewpoint” reading.

Thoroughly address at least two of the questions included at the end of your “Viewpoint” reading in the textbook.

• Use and cite evidence from your “Viewpoint” reading and/or the chapter readings to support your responses.
• Consider the Module 3 readings and resources. Develop one discussion question relevant to a topic you found interesting from the Module 3 readings and resources (including a topic related to your “Viewpoint” selection, if you are interested in further discussing this with your classmates). Your discussion question should further the discussion on the module materials (i.e. it should not be able to be answered with a simple "yes" or "no").
• In your three responses to your classmates, consider addressing the discussion questions they presented, using facts and evidence from the module materials to support your discussion. You might also review their responses to the other discussion topics. Did these responses adequately and accurately address the topics? Did the responses mention something or consider something you had not thought of? Did you have a different perspective on a topic that you would like to share?

Post 1

Chapter 5 ViewpointThere is a suggested court-based restorative justice program, and you are a juvenile justice expert asked to evaluate and revise the program. For offenders that admit guilt, the judge offers them a choice of the normal course of justice or for them to participate in a community reparation project. The probation officer then explains the details of the project to the juvenile. If the juvenile decides to go this route, a meeting is scheduled for a later dat. At the meeting, the juvenile, two panel members from the community, law enforcement involved in the case, and the probation officer all attend. Victims also have the option to attend if there were any as a result of the juvenile’s criminal act. The offender then explains what occurred during their offense, including why they did this, how they felt about it then, and how they feel about it now. The group then decides together how the juvenile will make reparations to the victim or community. One they are in agreement they create a contract outlining treatment required by the offender. These might include letters of apology or restitution. The time period for the contract is an average of six months while the juvenile is monitored by the probation officer. One the contract is successfully completed, the juvenile’s record is cleared and charges are dropped. If the juvenile does not fulfill the requirements listed in the contract, they will return to the court and be processed in the usual manner (Siegel & Welsh, 2018).As a delinquency expert, I am supportive of this program because it allows the juvenile to understand what they did wrong and how it hurt other people or the community. It forces them to reflect on their behavior and actions and take responsibility and accountability for what they have done. It is fair for juveniles who do not successfully complete the contract to be given an extension, and then if they still do not meet the requirements it would be appropriate to send them back to the courts and be processed in the usual way. There should also be some follow up after the contract has been completed to ensure these juveniles are staying out of trouble.One criminological theory evident in this viewpoint is the social reaction theory, or labeling theory. Siegel & Welsh (2018) describe this theory as labeling delinquent behavior as subjective, depending on who is making the decision (such as a judge or jury). Juveniles are then stigmatized, or labeled as delinquents, giving them a negative label. The viewpoint discussed attempts to prevent this from occurring by giving the juveniles an opportunity to realize what they have done is wrong and offers them step to take to clear their name to avoid the stigmatization.Discussion Question: Should juveniles only get one chance to meet the expectations in the contract developed in this court-based restorative justice program? Are there any other requirements aside from letters of apology or restitution that they should make?ReferencesSiegel, L. J., & Welsh, B. (2018). Juvenile delinquency: Theory, practice, and law (13th ed.). Cengage Learning.

Post 2 

The chapter 4 viewpoint is about a run down area in a city with gangs, crime, and a failure of the school system. Buildings are in decay and are falling apart, and businesses are leaving the area. We are city planners tasked with finding ways to better the area. 2 theories are the theory of delinquent subculture and the theory of differential opportunity. the delinquent subculture theory states that youth who are lower class are in protest of social norms as they are unable to achieve high success because of the opportunities that have available, so they commit crimes to achieve some type of success (Siegel & Welsh, 2018). The differential opportunity theory says that youth join gangs and having a criminal career instead if going to college to get a good career. Both of these theories state why youth commit crimes and join gangs, their communities lack the opportunities that lead to success and in general the area is low income with few jobs. These theories relate to the chapter 4 viewpoint as the are in the reading is low-income, low class, high crime rate, gangs and a failing school system (Siegel & Welsh, 2018). A key term related to my reading is the culture of poverty, which is a view that the lower class has a culture that sometimes comes in conflict with conventional society. This is relevant as the reading is about a lower class area in a city (Siegel & Welsh, 2018). The area is run down with only a few jobs and people have to survive and do things differently than in a middle or upper class area. This might involve stealing, or robbery. Would reducing the poverty rate produce a lowered delinquency rate? -> yes I think over time it would, if people had more money I think they might commit less crime. As they might be able to provide opportunity for themselves and not have to join a gang to have a career (Criminal). What role does the family play in creating delinquent behaviors? -> I feel that parents teach their kids a lot, if the parents are stealing and committing crimes, the kids will grow up thinking its ok and normal, I think the parents matter a lot as they control the kid and are supposed to teach right and wrong.what would you do to better the area as a city planner and urban developer?Siegel, L. J., & Welsh, B. (2018). Juvenile delinquency: Theory, practice, and law (13th ed.). Cengage Learning