Chapter 7: Punitive Juvenile Justice Policies

Test Bank

Multiple Choice

1. A(n) ______ is a policy or procedure that makes it much easier for young people to be excluded from school and/or become involved with the juvenile courts.

A. avenue of redress

B. punitive stepping stone

C. punishment pathway

D. statutory waiver

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Easy

2. The “tough on crime” approach resulted in many ______.

A. collateral policies

B. equitable approaches to crime

C. triage-based procedures for youth

D. unintended consequences

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Medium

3. Punitive-focused punishments and disciplines make youthful offenders’ transitions into young adulthood significantly ______.

A. more simple

B. more difficult

C. more successful

D. more structured

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Easy

4. Adolescents develop as a result of ______ across many factors, including family and environmental influence, brain development, and emotional, cognitive, and psychological developments.

A. interactions

B. intersections

C. involvements

D. internments

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Adolescents Are Different Than Young Adults

Difficulty Level: Easy

5. ______ is a formative developmental stage that accompanies rapid and dramatic changes within the individual and in important social contexts, such as the family, peer groups, and school.

A. Adolescence

B. Early childhood

C. Late childhood

D. Young adulthood

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Adolescents Are Different Than Young Adults

Difficulty Level: Easy

6. Adolescence is marked by which of the following?

A. gradual decreases in logical reasoning abilities

B. lack of emotional intensity produced by puberty

C. a shift from parental to peer orientation

D. decrease in autonomy

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Adolescents Are Different Than Young Adults

Difficulty Level: Easy

7. The adolescent brain is still developing neurologically into one’s ______.

A. late teen years

B. early to mid-20s

C. late 20s

D. early to mid-30s

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Adolescents Are Different Than Young Adults

Difficulty Level: Easy

8. Because adolescents are still developing in so many different ways, they are quite vulnerable to negative and ______ experiences.

A. hormone-induced

B. positive

C. pleasurable

D. traumatic

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Adolescents Are Different Than Young Adults

Difficulty Level: Easy

9. While older adolescents have adult cognitive capacities, their ability to use ______ is not fully employable due to lack of life experiences.

A. deductive logic reasoning

B. inductive thought steps

C. decision making steps

D. experiential logic steps

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Adolescents Are Different Than Young Adults

Difficulty Level: Easy

10. A factor inhibiting adolescents’ cognitive capacities is a focus on the ______, and a diminished ability to delay gratification.

A. immediate future

B. distant future

C. present

D. recent past

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Adolescents Are Different Than Young Adults

Difficulty Level: Easy

11. Peer influence typically peaks at age ______.

A. 12

B. 14

C. 16

D. 18

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Adolescents Are Different Than Young Adults

Difficulty Level: Easy

12. Peers are particularly influential in ______.

A. making future decisions

B. group situations

C. sexual encounters

D. evaluating consequences

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Adolescents Are Different Than Young Adults

Difficulty Level: Easy

13. Only a very small percentage (no more than 5%) of youth adjudicated delinquent will ______.

A. be sentenced

B. be incarcerated

C. continue offending into adulthood

D. finish high school

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Recognizing Adolescent Differences

Difficulty Level: Easy

14. Psychosocial maturity requires three components: the involvement of at least one caring and committed adult in their life; a peer group that values academics and pro-social behavior; and the development of ______.

A. critical thinking skills

B. a positive self-concept

C. mature values

D. a prosocial ideation

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Recognizing Adolescent Differences

Difficulty Level: Easy

15. Discipline problems at school often start as relatively ______ incidents or infractions.

A. minor

B. harmless

C. serious

D. violent

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: From the Classroom to the Courts

Difficulty Level: Easy

16. Zero tolerance policies do not allow school administrators to consider ______ when applying punishments.

A. aggravating circumstances

B. conditioning circumstances

C. legitimizing circumstances

D. mitigating circumstances

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: From the Classroom to the Courts

Difficulty Level: Medium

17. Punitive ______ can have a cascading impact on students.

A. school-based interventions

B. school transitions

C. school-exclusion policies

D. school diversion tactics

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: From the Classroom to the Courts

Difficulty Level: Easy

18. Research has found that a single suspension in the 9th grade raises the risk of ______ by 20%.

A. being adjudicated delinquent

B. being homeless before adulthood

C. dropping out of school

D. losing one’s peers

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: From the Classroom to the Courts

Difficulty Level: Hard

19. The risk of dropping out of high school is doubled if a young person ______.

A. is arrested

B. is held back two grade levels in high school

C. is without peer approval

D. is involved in fights and aggressive behavior

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: From the Classroom to the Courts

Difficulty Level: Easy

20. Suspension or expulsion due to a discretionary school violation makes juvenile court involvement almost ______ more likely.

A. three times

B. four times

C. five times

D. six times

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: School Failure

Difficulty Level: Hard

21. The Civil Rights Project in ______ followed a national cohort of 10th graders and found that out-of-school suspensions for this group lead to 67,000 dropouts.

A. Miami

B. Los Angeles

C. New York City

D. Chicago

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: School Failure

Difficulty Level: Medium

22. ______ are often used as placements for students most at risk for school failure and/or disciplinary concerns, even though they may exacerbate the problems.

A. Diverse education programs

B. Educational incentive programs

C. Alternative education programs

D. Isolated education programs

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: School Failure

Difficulty Level: Medium

23. When a student drops out of high school, his/her risk of ______ increases by more than 300%.

A. being incarcerated at some point in life

B. being waived to adult court

C. never completing his/her education

D. working a low paying job

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: School Dropout Consequences

Difficulty Level: Easy

24. Which of the following factors weighs most heavily for law enforcement officer making the decision about a formal juvenile court referral?

A. keeping the community safe

B. protecting the rights of the youth

C. serving the needs of the school

D. considering the conditions of the family

Learning Objective: 7-3: Discern the important role police officers have in front-line delinquency decision-making.

Cognitive Domain: Knowledge

Answer Location: The Police and Adolescents

Difficulty Level: Medium

25. Nearly half of the young people arrested annually end up ______.

A. without a high school diploma

B. homeless before adulthood

C. in the adult criminal justice system

D. being supervised by the juvenile court

Learning Objective: 7-4: Discuss the process of delinquency adjudication and how it opens the door to further juvenile and adult justice involvement.

Cognitive Domain: Knowledge

Answer Location: Delinquency Adjudication

Difficulty Level: Medium

26. A delinquency ______ is an official judicial decision providing legal control over the juvenile to the court and the assignment of a probation officer with ongoing supervision.

A. adjudication

B. filement

C. referral

D. waiver

Learning Objective: 7-4: Discuss the process of delinquency adjudication and how it opens the door to further juvenile and adult justice involvement.

Cognitive Domain: Knowledge

Answer Location: Delinquency Adjudication

Difficulty Level: Easy

27. Thirteen states criminalize ______, that allows for the prosecution of many forms of misbehavior and disobedience that may occur in the classroom, hallways, or at school events.

A. anarchist behavior

B. disturbing school

C. incorrigibility

D. rude conduct

Learning Objective: 7-4: Discuss the process of delinquency adjudication and how it opens the door to further juvenile and adult justice involvement.

Cognitive Domain: Knowledge

Answer Location: Delinquency Adjudication

Difficulty Level: Medium

28. Most of the school referrals and arrests that are brought to the juvenile courts are for ______.

A. minor misdemeanors

B. violent misdemeanors

C. serious misdemeanors

D. drug-related misdemeanors

Learning Objective: 7-4: Discuss the process of delinquency adjudication and how it opens the door to further juvenile and adult justice involvement.

Cognitive Domain: Knowledge

Answer Location: Delinquency Adjudication

Difficulty Level: Easy

29. Under current federal and many state laws, juvenile courts are allowed to detain or incarcerate youthful offenders solely for ______.

A. being rude to the judge

B. disturbing school

C. status offenses

D. violating a court order

Learning Objective: 7-4: Discuss the process of delinquency adjudication and how it opens the door to further juvenile and adult justice involvement.

Cognitive Domain: Knowledge

Answer Location: Delinquency Adjudication

Difficulty Level: Medium

30. ______ have become the placements of last resort across most of the youth-caring systems.

A. Correctional institutions

B. Foster homes

C. Halfway houses

D. Juvenile hostels

Learning Objective: 7-4: Discuss the process of delinquency adjudication and how it opens the door to further juvenile and adult justice involvement.

Cognitive Domain: Knowledge

Answer Location: Failure of Early Screening and Assessment

Difficulty Level: Easy

31. The majority of juvenile justice detention and incarceration facilities use ______ approaches.

A. deterrence

B. incapacitive

C. punitive

D. rehabilitative

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: Rehabilitative Alternatives Are Not the Norm

Difficulty Level: Easy

32. A majority of serious youthful offenders who are incarcerated across the nation are in large ______, facilities that provide these youth with low quality education and rehabilitative alternatives.

A. halfway house

B. juvenile home

C. prison

D. training school

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: Rehabilitative Alternatives Are Not the Norm

Difficulty Level: Easy

33. Approximately two-thirds of the young men and women confined have ______ which will continue into young adulthood.

A. extensive histories of juvenile delinquency

B. histories of multiple mental health disorders

C. prior convictions for violent offenses

D. reluctance to reform their behaviors

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: Rehabilitative Alternatives Are Not the Norm

Difficulty Level: Medium

34. The outcome of incarceration among youthful offenders is ______.

A. difficult to determine

B. optimistic

C. poor

D. too seldom measured to tell

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: The Impact of Incarceration

Difficulty Level: Easy

35. Spending time in incarceration facilities ______.

A. increases the social skills of youthful offenders

B. decreases cognitive and social functioning of youthful offenders

C. improves decision making abilities and character formation of youthful offenders

D. decreases fears associated with the juvenile justice systems

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: The Impact of Incarceration

Difficulty Level: Easy

36. A number of factors predict involvement with the adult criminal courts, mostly related to ______ of youthful offenders.

A. individual characteristics

B. onset and persistence

C. familial conditions

D. educational background

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: Adult Criminal Activity

Difficulty Level: Easy

37. For both serious and low-level youthful offenders being incarcerated increases the odds of ______.

A. being homeless

B. being incarcerated as an adult

C. being placed in foster care

D. being waived to adult court

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: Adult criminal activity

Difficulty Level: Easy

38. ______ is the holding of an incarcerated young person in an isolated locked room with no contact with other offenders, and most of the time with little or no staff contact.

A. Punitive detention

B. Isolation holding

C. Solitary confinement

D. Targeted isolation

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: Solitary Confinement

Difficulty Level: Easy

39. A recent survey of recidivism revealed that 44% of inmates ______.

A. were youthful offenders

B. returned to prison within 3 years

C. never returned to prison

D. were unaccounted for

Learning Objective: 7-6: Appraise the impact of transfer laws on adolescents held in adult correctional facilities.

Cognitive Domain: Knowledge

Answer Location: Adult Imprisonment

Difficulty Level: Medium

40. Over the past two decades, as the ______ expanded, many of the education and rehabilitation programs were eliminated.

A. punitive approach

B. rehabilitation approach

C. deterrence approach

D. incapacitation approach

Learning Objective: 7-6: Appraise the impact of transfer laws on adolescents held in adult correctional facilities.

Cognitive Domain: Knowledge

Answer Location: Transfers to Criminal Courts

Difficulty Level: Easy

True/False

1. The “tough on crime” policies were pursued with malicious intent, as disproportionate reactions to school shootings, drug use, and youthful offender crime.

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: Introduction

Difficulty Level: Easy

2. Ongoing research has delineated that adolescents and young adults are remarkably similar across most developmental areas.

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Knowledge

Answer Location: Adolescents Are Different Than Young Adults

Difficulty Level: Easy

3. The combination of strict punitive policies, along with the presence of school resource officers, increase the risk that the removal and arrest outcomes will continue across many schools nationwide.

Learning Objective: 7-3: Discern the important role police officers have in front-line delinquency decision-making.

Cognitive Domain: Knowledge

Answer Location: From the Classroom to the Courts

Difficulty Level: Easy

4. Counterintuitively, being retained in grade level significantly decreases the risk of dropping out of high school.

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: From the Classroom to the Courts

Difficulty Level: Easy

5. High school dropout rates declined by half from 1967 to 2014.

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: From the Classroom to the Courts

Difficulty Level: Easy

6. While dropping out of high school limits educational and vocational options, it increases neither the chances for living in poverty nor the chances of receiving public assistance in young adulthood.

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: School Dropout Consequences

Difficulty Level: Medium

7. Most juvenile offenders who are arrested are unlikely to ever be arrested again.

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: The Police and Adolescents

Difficulty Level: Easy

8. Police officers are routinely trained to identify mental health difficulties, trauma risks, and school-related problems.

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Knowledge

Answer Location: The Police and Adolescents

Difficulty Level: Medium

9. Most juvenile justice systems are not equipped or designed to be able to identify difficulties originating in troubled lives of youthful offenders.

Learning Objective: 7-4: Discuss the process of delinquency adjudication and how it opens the door to further juvenile and adult justice involvement.

Cognitive Domain: Knowledge

Answer Location: Delinquency Adjudication

Difficulty Level: Easy

10. Often, when youth run into legal trouble, the courts are confronted with too few alternatives to incarceration or rehabilitation options.

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: Failure of Early Screening and Assessment

Difficulty Level: Easy

11. There is an increased recognition that a rehabilitative environment better achieves important policy goals of decreasing youth offender recidivism.

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: Rehabilitative Alternatives Are Not the Norm

Difficulty Level: Easy

12. Most adult criminals begin their criminal careers as youthful offenders.

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: Adult Criminal Activity

Difficulty Level: Easy

13. Those offenders being held in isolation are usually still allowed to participate in rehabilitative programming.

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Knowledge

Answer Location: Solitary Confinement

Difficulty Level: Easy

14. All fifty states have transfer laws that allow or require the criminal prosecution of some youthful offenders in adult courts.

Learning Objective: 7-6: Appraise the impact of transfer laws on adolescents held in adult correctional facilities.

Cognitive Domain: Knowledge

Answer Location: Transfers to Criminal Courts

Difficulty Level: Easy

15. There is little evidence that state transfer laws have reduced arrest rates, crime rates, or recidivism.

Learning Objective: 7-6: Appraise the impact of transfer laws on adolescents held in adult correctional facilities.

Cognitive Domain: Knowledge

Answer Location: Transfers to Criminal Courts

Difficulty Level: Easy

Essay

1. Discuss the current state of laws related to transferring youthful offenders to the adult criminal justice system. Who bears the weight of responsibility for transferring youths to adult court? Be sure to discuss any changes in state laws related to transfers. What is the effect of transfer on recidivism?

Learning Objective: 7-6: Appraise the impact of transfer laws on adolescents held in adult correctional facilities.

Cognitive Domain: Analysis

Answer Location: Transfers to Criminal Courts

Difficulty Level: Hard

2. Discuss the differences between adolescents and young adults. What are the key differences? How might these differences contribute to a youth’s involvement in delinquency? What is the legal standing of diminished capacity of youth in the courts?

Learning Objective: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Analysis

Answer Location: Adolescent Development & Brain Neuroscience

Difficulty Level: Hard

3. Discuss the concept of school failure and its effects on delinquency. What are the recent trends in school failure? What are the characteristics of students who drop out of high school? What factors are thought to explain the dropout rate? How is dropping out related to delinquency? How is dropping out related to future financial losses?

Learning Objective: 7-2: Explain how zero tolerance-focused juvenile justice and school-based discipline policies afford little flexibility and reinforce punishment pathways.

Cognitive Domain: Analysis

Answer Location: School Failure

Difficulty Level: Hard

4. Discuss the differences between the adolescent-limited offenders and the life-course persistent offenders. What is the key determinant of whether one continues committing delinquency/crime?

Learning Objective:

Cognitive Domain: 7-1: Describe how adolescents are different from young adults, developmentally, socially, cognitively, and biologically.

Cognitive Domain: Analysis

Answer Location: Adolescent Development & Brain Neuroscience

Difficulty Level: Hard

5. Discuss the problems of incarceration. What is the reality of incarceration’s effectiveness? What are the effects of incarceration on a youth’s development?

Learning Objective: 7-5: Examine the impact of detention and incarceration placements on youthful offenders, including reduced chances for rehabilitation and increased trauma experiences.

Cognitive Domain: Analysis

Answer Location: Impact of Incarceration

Difficulty Level: Hard