Juvenile Justice Administration

Over the course of the semester, groups have worked towards developing their “ideal” juvenile justice system.  At our final class meeting, each group will present its juvenile justice system to the class.

Decisions will need to be made about JJS related school practices, law enforcement, pre-trial procedures, types of diversion programs, court processes,  and dispositions. Most of the specific questions you will need to consider will be presented at the end of each class. While you will often have short amounts of class time to work on designing your ideal system and discussing these questions, you will need to work on this assignment as a group outside of class as well.

Everyone in the group must weigh in on all decisions, but you should appoint “experts” who will dig deeper on specific topics. For example, in the context of school, you will need to decide whether to use SROs, when to allow searches, and how to handle discipline. As a group you will all discuss these topics and come to a conclusion as a group, but a “school search expert” may focus on the topic by leading the discussion and providing additional information to the group; (s)he  will field most search related questions during Q&A with the class.

Questions to address : 

In regard to prevention, intervention and treatment, what types of policies and programs will you adopt (pick one+ from Blueprints)?
In regard to school searches, what limits, if any will you set?
In regards to school discipline, what polices and practices do you favor?
In regards to school resource officers, will you have them? What guidelines will you put into place?
In regard to Miranda Rights, what differences, if any, will you implement for youth?
In regards to interrogation, what differences, if any, will you implement for youth?
In regard to pre-adjudication detention, what polices &practices will you implement for youth?
In regards to diversion, what polices & practices will you implement for youth?
In regard to waiver, what polices & practices will you implement for youth?
In regard to adjudication, what due process rights will you afford youth?
In regard to disposition, which punishment philosophy will most impact your decisions & how (eg, how will they be tied to senteces)? Will this vary by crime type or age etc?
In regard to incarceration, will you allow LWOP sentences? Under what circumstances?
All decisions must be supported by class material, and where appointed, the research of the specialists.

Specialists:

Everyone must be a “specialist” on one of the above topics. You need not have a specialist for every topic/subtopic, but there should be no duplication of specialists (eg – you can not have 2 people focus on SROs). You may make some decisions based solely on class material. All decisions made for each of the above topics must be supported by class material, and/or other academic articles that pass the CRAAP test.

In the role of specialist each group member must read four articles, and share two of these articles on their selected topic:

These articles must be peer-reviewed empirical articles. All articles must pass the “CRAAP” test.
Refer to class videos and notes, and/or ask me if you need help identifying or finding peer-reviewed empirical articles.
The articles cannot be articles that were assigned for class.
No more than one meta-analysis
While not required, it may also be useful to read law review articles, policy analyses, or research briefs or other documents found on relevant  .edu or .org websites (eg: OJJDP, NIJ, BJS).  News articles – especially  those from generally well-reputed sites such as the New York Times or Wall Street Journal – may also be helpful as you seek  to get a deeper understanding of your topic of interest.
When reading focus on both methods and findings!
Graded Work:
A 4-article bibliography &  written guided summaries of 2 empirical articles.
You will provide summaries to your group members and to me. Specific instructions will be distributed.
Pre-Presentation form
Presentation 
Evaluation
Evaluations of your contribution from groupmates , and a self-evaluation of your own efforts and contributions  will be provided.
These evaluations must be returned within 48 hours of the final class meeting.

Over the course of the semester, groups have worked towards developing their “ideal” juvenile justice system.  At our final class meeting, each group will present its juvenile justice system to the class.

Decisions will need to be made about JJS related school practices, law enforcement, pre-trial procedures, types of diversion programs, court processes,  and dispositions. Most of the specific questions you will need to consider will be presented at the end of each class. While you will often have short amounts of class time to work on designing your ideal system and discussing these questions, you will need to work on this assignment as a group outside of class as well.

Everyone in the group must weigh in on all decisions, but you should appoint “experts” who will dig deeper on specific topics. For example, in the context of school, you will need to decide whether to use SROs, when to allow searches, and how to handle discipline. As a group you will all discuss these topics and come to a conclusion as a group, but a “school search expert” may focus on the topic by leading the discussion and providing additional information to the group; (s)he  will field most search related questions during Q&A with the class.

Questions to address : 

In regard to prevention, intervention and treatment, what types of policies and programs will you adopt (pick one+ from Blueprints)?
In regard to school searches, what limits, if any will you set?
In regards to school discipline, what polices and practices do you favor?
In regards to school resource officers, will you have them? What guidelines will you put into place?
In regard to Miranda Rights, what differences, if any, will you implement for youth?
In regards to interrogation, what differences, if any, will you implement for youth?
In regard to pre-adjudication detention, what polices &practices will you implement for youth?
In regards to diversion, what polices & practices will you implement for youth?
In regard to waiver, what polices & practices will you implement for youth?
In regard to adjudication, what due process rights will you afford youth?
In regard to disposition, which punishment philosophy will most impact your decisions & how (eg, how will they be tied to senteces)? Will this vary by crime type or age etc?
In regard to incarceration, will you allow LWOP sentences? Under what circumstances?
All decisions must be supported by class material, and where appointed, the research of the specialists.

Specialists:

Everyone must be a “specialist” on one of the above topics. You need not have a specialist for every topic/subtopic, but there should be no duplication of specialists (eg – you can not have 2 people focus on SROs). You may make some decisions based solely on class material. All decisions made for each of the above topics must be supported by class material, and/or other academic articles that pass the CRAAP test.

In the role of specialist each group member must read four articles, and share two of these articles on their selected topic:

These articles must be peer-reviewed empirical articles. All articles must pass the “CRAAP” test.
Refer to class videos and notes, and/or ask me if you need help identifying or finding peer-reviewed empirical articles.
The articles cannot be articles that were assigned for class.
No more than one meta-analysis
While not required, it may also be useful to read law review articles, policy analyses, or research briefs or other documents found on relevant  .edu or .org websites (eg: OJJDP, NIJ, BJS).  News articles – especially  those from generally well-reputed sites such as the New York Times or Wall Street Journal – may also be helpful as you seek  to get a deeper understanding of your topic of interest.
When reading focus on both methods and findings!
Graded Work:
A 4-article bibliography &  written guided summaries of 2 empirical articles.
You will provide summaries to your group members and to me. Specific instructions will be distributed.
Pre-Presentation form
Presentation 
Evaluation
Evaluations of your contribution from groupmates , and a self-evaluation of your own efforts and contributions  will be provided.
These evaluations must be returned within 48 hours of the final class meeting

https://docs.google.com/presentation/d/1Z-73rUUQS364eZ-8X5GF9OtKR2RQ6zo0wPKfNoPCA2Y/mobilepresent?slide=id.p

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