Chapter 13: Rehabilitation of Low-Level Youthful Offenders

Test Bank

Multiple Choice

1. It has been recommended that the juvenile justice system base supervision, service, and resource-allocation on the results of validated ______.
A. analyses of justice outcomes
B. cost/benefit evaluations
C. risk and needs assessments
D. evaluations of offender culpability
Learning Objective: 13-1: Restate the core principles to effective delinquency prevention for low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Effective Framework

Difficulty Level: Easy

2. The principle stakeholders of the juvenile justice system have recommended that the system should adopt and effectively implement programs and services demonstrated to ______ and improve other adolescent outcomes, and use data to evaluate system performance and direct system improvement.
A. guide planning and policy creation
B. increase offender culpability
C. provide healthy relationships
D. reduce recidivism
Learning Objective: 13-1: Restate the core principles to effective delinquency prevention for low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Effective Framework

Difficulty Level: Easy

3. It has been recommended that the juvenile justice system employ a(n) ______ to address young people’s needs.
A. evidence-based approach
B. coordinated approach across service systems
C. divergent approach that emphasizes incarceration
D. financially responsible approach focused on efficiency
Learning Objective: 13-1: Restate the core principles to effective delinquency prevention for low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Effective Framework

Difficulty Level: Easy

4. It has been suggested that the juvenile justice system should tailor its policies, programs, and supervision to reflect the distinct ______ needs of adolescent.
A. criminogenic
B. developmental
C. psychological
D. social
Learning Objective: 13-1: Restate the core principles to effective delinquency prevention for low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Effective Framework

Difficulty Level: Easy

5. ______ risk factors are difficult to change.
A. Concrete
B. Decisive
C. Permanent
D. Static
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Delinquency Prevention

Difficulty Level: Easy

6. Parenting quality, school issues, adolescent skills deficits are examples of ______ risk factors.
A. preventable
B. dynamic
C. high
D. negligible
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Delinquency Prevention

Difficulty Level: Easy

7. PATHS is a comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems of ______ youths, while supporting the educational process in the classroom.
A. elementary school
B. high school
C. middle school
D. prekindergarten
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Promoting Alternative Thinking Strategies (PATHS)

Difficulty Level: Easy

8. The homebuilders program provides ______ crisis intervention, counseling, and life skills education for families who have children at imminent risk of placement to state-funded care.
A. after school
B. community
C. in-home
D. provisional
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Homebuilders

Difficulty Level: Easy

9. Referrals to Homebuilders is typically through ______.
A. church congregations
B. family courts
C. public agencies
D. self referrals
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Promoting Alternative Thinking Strategies (PATHS)

Difficulty Level: Easy

10. ______ diversion laws typically define various procedures, including eligibility criteria, the program’s purpose, offender accountability, and the voluntary nature of participation.
A. Federal
B. Local
C. State
D. Regional
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Diversion

Difficulty Level: Easy

11. ______ are important, and for many youths vital, in delinquency prevention.
A. Communities
B. Families
C. Peers
D. Schools
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Homebuilders

Difficulty Level: Easy

12. While the goals of diversion programs may vary, they typically focus on ______.
A. assisting the youth to get the treatment he/she needs
B. ensuring the youth receives a relatively less severe sanction
C. minimizing the youth’s involvement with the juvenile justice system
D. preventing the waiver of a youth to adult court
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Diversion

Difficulty Level: Easy

13. The target population for warning programs are normally first-time misdemeanor offenders and those who commit ______.
A. acts of delinquency
B. nonviolent, but serious offenses
C. school-based offenses
D. status offenses
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Caution or Warning Programs

Difficulty Level: Easy

14. Which of the following is true of caution (or warning programs)?
A. They involve the issuance of an informal caution or warning.
B. They are the least restrictive form of diversion program.
C. They are not truly a diversion program.
D. They have been discontinued by most police departments.
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Caution or Warning Programs

Difficulty Level: Easy

15. Formal diversion programs usually require the young person to take certain ______ steps, such as agreeing to participate in suitable programming.
A. corrective
B. deterministic
C. judicial
D. transitional
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Formal Diversion Program

Difficulty Level: Easy

16. The target population for formal diversion programs usually includes first-time or low-level offenders, as well as ______.
A. higher risk juvenile offenders with mental health/substance abuse issues
B. nonviolent offenders with a moderate number of prior offenses
C. offenders who commit primarily school-based offenses
D. status offenders and family-based offenses
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Formal Diversion Program

Difficulty Level: Easy

17. Successful completion of the formal diversion agreement will normally ______.
A. begin the process of adjudicating the youth in question
B. discontinue the juvenile justice system’s involvement
C. remand the juvenile to the juvenile court for a final hearing
D. signal that the youth has been formally charged in juvenile court
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Formal Diversion Program

Difficulty Level: Easy

18. The Multidisciplinary Team ______ of San Bernardino County, California, is a case management intervention designed to identify the youthful offender’s difficulties and provide intense family and individual treatment.
A. Home Run Program
B. Home Skills Program
C. Safe Base Program
D. Safe Places Program
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Formal Diversion Program

Difficulty Level: Easy

19. Youth Aid Panels, in ______ were established to prevent young people from becoming more involved in delinquency and poor decision-making, and to make the youthful offender accountable for their actions through services to the victim and/or their community.
A. Lancaster County, Pennsylvania
B. Los Angeles County, California
C. Suffolk County, New York
D. Kent County, Delaware
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Formal Diversion Program

Difficulty Level: Easy

20. To be eligible for the Youth Aid Panels program, a youth must be charged with committing a(n) ______.
A. act of delinquency
B. nonviolent offense
C. status offense
D. violent offense
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Formal Diversion Program

Difficulty Level: Easy

21. Programs that ______ can help minimize contact with the juvenile courts, as well as adjudication and supervision.
A. address the key risk factors of problem behaviors
B. formally charge the youths
C. systematically process problematic youths
D. treat youths and adults separately
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Evidence-based Community Alternatives

Difficulty Level: Easy

22. The ______ is a 4 week, multifaceted, after-school diversion program designed to divert low- and mid-level youthful offenders away from further juvenile court involvement.
A. Project Back-on-Track
B. Project Stop
C. Project Turn Back
D. Project U-turn
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Evidence-based Community Alternatives

Difficulty Level: Easy

23. Some states have begun to create ______ to train police in response techniques that are appropriate for people, especially juvenile offenders, suffering from mental health symptoms or problems.
A. Crisis Intervention Teams
B. Crisis Response Teams
C. Crisis Initiated Response Teams
D. Crisis Trained Teams
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Evidence-based Community Alternatives

Difficulty Level: Easy

24. The TeamChild Program, which provides services to help youths involved with the juvenile justice system, has operated since 1995 across seven counties in the state of ______.
A. Alabama
B. Louisiana
C. Oregon
D. Washington
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Evidence-based Community Alternatives

Difficulty Level: Easy

25. The Girls Circle Program is a ______ group that works with girls, ages 9–18, through the integration of cultural differences, resiliency practices, and skills training to assist in reducing offending behaviors.
A. Behavioral-based
B. Cognitive-based
C. Strengths-based
D. Trauma-based
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Evidence-based Community Alternatives

Difficulty Level: Easy

26. In the state of ______,there has been an ongoing, broad, state-wide emphasis on using alternatives to school removal and juvenile justice involvement for disruptive or troubled youths.
A. Florida
B. New York
C. Pennsylvania
D. South Carolina
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Evidence-based Community Alternatives

Difficulty Level: Easy

27. ______ is a brief process used to identify problems that are in need of further attention.
A. Evaluation
B. Grading
C. Processing
D. Screening
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Assessment

Difficulty Level: Easy

28. ______ are thorough investigations of the identified risks or problem areas for young people and their families.
A. Assessments
B. Evaluations
C. In-take evaluations
D. Screenings
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Assessment

Difficulty Level: Easy

29. A(n) ______ in the juvenile justice system most often measures the likelihood of reoffending or re-arrest as the outcome of interest.
A. in-take screening
B. offending index
C. safety evaluation
D. risk assessment
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Offending Risk Assessment

Difficulty Level: Easy

30. The ______ instrument is composed of 24 items across three risk areas as well as protective areas, and is based on the structured professional judgment model.
A. PSRT
B. SAVRY
C. LSI-II
D. YLS-CMI
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Offending Risk Assessment

Difficulty Level: Medium

31. The use of screening and assessment methods should be tied to a particular ______,or a point in the juvenile justice process.
A. decision-point
B. evaluative-point
C. stress-point
D. timeline-point
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Offending Risk Assessment

Difficulty Level: Medium

32. At ______,the primary question is whether the youth needs secure pretrial detainment to prevent recidivism or failure to appear in court.
A. commencement
B. detention
C. intake
D. judicial processing
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Offending Risk Assessment

Difficulty Level: Medium

33. Mental health screening is a brief process that can be administered by nonprofessional staff using a standardized tool, often used as a ______ to identify a potentially serious mental health problem or suicide risk.
A. initial assessment
B. preadjudication assessment
C. safety assessment
D. triage assessment
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Offending Risk Assessment

Difficulty Level: Medium

34. Following an initial mental health screening, if significant clinical needs are identified, which of the following might be the next step.
A. administering a more thorough assessment
B. conducting a risk assessment
C. isolating the youth from the general population
D. judging the youth’s amenability to treatment
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Offending Risk Assessment

Difficulty Level: Medium

35. Formal diversion programs may have an unintended and harmful outcome--bringing more young people into the juvenile courts--a phenomenon known as ______.
A. net widening
B. shotgunning
C. system broadening
D. vortexing of youth
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Net-widening Effect of Diversion

Difficulty Level: Medium

36. Implementing ______ programs within punitively focused policies decreases their effectiveness.
A. deterrence
B. incapacitative
C. rehabilitative
D. retributive
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Effective Programs

Difficulty Level: Medium

37. ______ selectively divert youthful offenders from the regular juvenile court dockets to work in tandem with community-based service providers, thereby having a judge oversee the therapeutic treatment of the adolescent and family while maintaining adjudication authority.
A. Juvenile alternative courts
B. Juvenile community courts
C. Juvenile drug courts
D. Juvenile exclusion courts
Learning Objective: 13-4: Appraise how a juvenile court would plan and implement effective diversion efforts for its first-time offenders and status offenders.
Cognitive Domain: Knowledge
Answer Location: Aggressive Replacement Training and Juvenile Drug Courts

Difficulty Level: Medium

38. The most common outcome for adjudicated delinquent youthful offenders is ______.
A. court mandated therapy
B. a formal warning
C. probation supervision
D. a suspended sentence
Learning Objective: 13-4: Appraise how a juvenile court would plan and implement effective diversion efforts for its first-time offenders and status offenders.
Cognitive Domain: Knowledge
Answer Location: Aggression Replacement Training and Juvenile Drug Courts

Difficulty Level: Easy

39. ______ uses a continuum of interventions in working with youthful offenders.
A. Accelerated model supervision
B. Continuous response model supervision
C. Graduated response model supervision
D. Tiered response model supervision
Learning Objective: 13-5: Review how community-based graduated sanctions work in supervising youthful offenders and why they are an effective strategy.
Cognitive Domain: Knowledge
Answer Location: Graduated Response Model

Difficulty Level: Medium

40. The ______ is implemented in over 90 jurisdictions and initial results have found improved outcomes in child welfare, school, mental health, and lower confinement and reoffending rates.
A. Crossover Youth Practice Model
B. Delayed Action Youth Model
C. Extended Response Youth Model
D. Tiered Response Youth Model
Learning Objective: 13-5: Review how community-based graduated sanctions work in supervising youthful offenders and why they are an effective strategy.
Cognitive Domain: Knowledge
Answer Location: Graduated Response Model

Difficulty Level: Medium

True/False

1. It has been suggested that the juvenile justice system could maximize the impact and value of its resources by prioritizing services for youths most likely to reoffend and by maximizing the use of confinement.
Learning Objective: 13-1: Restate the core principles to effective delinquency prevention for low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Effective Framework

Difficulty Level: Easy

2. One of the recommendations of the key stakeholders of the juvenile justice system is that it hold young people accountable for their actions in ways that address the harm caused to victims and communities and that support positive behavioral change.
Learning Objective: 13-1: Restate the core principles to effective delinquency prevention for low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Effective Framework

Difficulty Level: Easy

3. One of the reasons for the limited success of delinquency prevention efforts is because such efforts typically focus on risk factors that are difficult to change.
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Delinquency Prevention

Difficulty Level: Easy

4. The curriculum for PATHS is designed to be a multi-year, universal prevention model.
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Promoting Alternative Thinking Strategies (PATHS)

Difficulty Level: Easy

5. The Homebuilders program is not open to juveniles involved in the juvenile justice system.
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Homebuilders

Difficulty Level: Medium

6. One weakness of the Homebuilders program is its large caseloads due to its high level of program intensity.
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Homebuilders

Difficulty Level: Easy

7. Deferred prosecution is an example of diversion.
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Diversion

Difficulty Level: Easy

8. Typically, to be eligible for a formal diversion program, a youth must admit his/her guilt.
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Formal Diversion Program

Difficulty Level: Easy

9. Caution or warning programs occur after a juvenile has been charged by the juvenile court system.
Learning Objective: 13-2: Identify effective diversion programs and rehabilitative alternatives for first-time and low-level youthful offenders.
Cognitive Domain: Knowledge
Answer Location: Formal Diversion Program

Difficulty Level: Easy

10. TeamChild Program participants are significantly less likely than comparable youthful offenders without such participation to come into contact with the juvenile justice system 6 months post-discharge.
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Evidence-based Community Alternatives

Difficulty Level: Easy

11. A large number of juvenile courts do not utilize, or correctly apply, empirically supported structured screening or assessment tools, sometimes relying on practice wisdom or intuition to determine the risk a youth poses to the community or whether the youth is amenable to system alternatives.
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Assessment

Difficulty Level: Easy

12. Over the past decade, the use of screenings for mental health, trauma, substance abuse, and other related delinquency risk factors have become increasingly less commonplace in the juvenile justice system.
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Assessment for Mental Health, Trauma, Substance Use, and Related Problems.

Difficulty Level: Easy

13. There is little difference in delinquency risk and juvenile justice outcomes between boys and girls.
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Knowledge
Answer Location: Girl Delinquency

Difficulty Level: Medium

14. In recent years, numerous states have moved toward comprehensive juvenile justice reform and coordinated strategies across their juvenile courts.
Learning Objective: 13-5: Review how community-based graduated sanctions work in supervising youthful offenders and why they are an effective strategy.
Cognitive Domain: Knowledge
Answer Location: Graduated Response Model

Difficulty Level: Medium

15. Probation officers can more effectively work with youthful offenders when they have larger caseloads that allow for more time together with the young person, their family, and other important support people.
Learning Objective: 13-4: Appraise how a juvenile court would plan and implement effective diversion efforts for its first-time offenders and status offenders.
Cognitive Domain: Knowledge
Answer Location: Probation Supervision
Difficulty Level: Medium

Essay

1. Discuss, in detail, the principles that policy experts have advanced for improving the juvenile justice system.
Learning Objective: 13-1: Restate the core principles to effective delinquency prevention for low-level youthful offenders.
Cognitive Domain: Analysis
Answer Location: Effective Framework

Difficulty Level: Hard

2. Discuss the difference between static and dynamic risk factors in regards to delinquency prevention programs. Please define both static and dynamic risk factors and provide examples of each. Why is this difference important to consider in designing effective intervention strategies?
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Analysis
Answer Location: Delinquency Prevention

Difficulty Level: Hard

3. Discuss the use of diversion with youthful offenders. What is the primary focus of diversion programs? Who is an appropriate candidate for diversion efforts? What are the various forms of diversion. Be sure to include examples of the various forms of diversion.
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Analysis
Answer Location: Delinquency Prevention

Difficulty Level: Hard

4. Discuss the use of assessments in identifying delinquency risks and difficulties. Why are assessments important? What is the difference between screenings, assessments, and risk assessments?
Learning Objective: 13-4: Appraise how a juvenile court would plan and implement effective diversion efforts for its first-time offenders and status offenders.
Cognitive Domain: Analysis
Answer Location: Assessment
Difficulty Level: Hard

5. Discuss which types of community-based, youth-focused correctional programs are ineffective (and possibly harmful)? What are the characteristics of effective programs?
Ans: Through the evaluation process, many commonly used interventions and juvenile court decisions for youthful offenders have been found to be ineffective, or worse, harmful. These include curfew laws (ineffective), boot camps and other disciplinary-focused programs (ineffective and harmful), prison visitation programs (ineffective), Scared Straight and other “shock therapy” programs (harmful), self-help or self-esteem programs (ineffective), restrictive out-of-home mental health residential placements (ineffective after leaving the facility), and large and overcrowded correctional facilities (harmful). There are challenges when using evaluation to inform juvenile justice stakeholders. Some of these include the following: addressing particular behaviors or offending problems is often just the beginning of the work that needs to be accomplished to address the young person’s problems; implementing rehabilitative programs within punitively focused policies decreases their effectiveness; and expanding the use of evidence-based programs to larger, system-wide scale has not been accomplished. These being noted, though, there are effective programs that prevent and reduce youthful offending outcomes. It is choosing and implementing them correctly that poses difficulties to the juvenile justice system. Otherwise, it is well recognized that when youthful offenders end their juvenile court supervision they tend to revert back to previous offending or delinquent type behaviors if their skills, attitudes, or support systems have not significantly changed.
Learning Objective: 13-3: Discern what programmatic and intervention components are common with effective diversion efforts.
Cognitive Domain: Analysis
Answer Location: Community-based Corrections

Difficulty Level: Hard