Chapter 13: Juveniles and Corrections

Test Bank

Multiple Choice

1. The juvenile justice system falls under ______ law.

a. criminal

b. civil

c. both criminal and civil

d. neither criminal nor civil

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

2. An adult who commits a crime is referred to as a criminal; a minor who commits a crime is called a(n) ______.

a. delinquent

b. aberrant

c. felon

d. criminal

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

3. Offenses that apply only to juveniles are called ______ offenses.

a. youthful

b. standing

c. status

d. conditional

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

4. ______ offenses consume an inordinate amount of court time and resources.

a. Status

b. Violent

c. Drug

d. Property

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

5. Juveniles account for ______ of all violent crime arrests.

a. 6%

b. 11%

c. 16%

d. 25%

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

6. Juveniles who do not engage in antisocial behavior are ______.

a. model citizens

b. psychotic

c. abnormal

d. common

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

7. The philosophy behind the American juvenile justice system is ______.

a. deterrence

b. incarceration

c. rehabilitation

d. retribution

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

8. In 2014, juveniles accounted for ______ of all property crime arrests.

a. 15%

b. 25%

c. 35%

d. 45%

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

9. According to a study by Junger-Tas (1996), the peak ages for juvenile crimes are ______.

a. higher in developed countries

b. higher in developing countries

c. similar across all countries

d. lower in developed countries

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

10. The immaturity of adolescent behavior is matched by the immaturity of ______.

a. the adolescent brain

b. the adult brain

c. adult behavior

d. the adult brain

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

11. Over 40% of total arrests for ______ are attributable to juveniles.

a. rape

b. murder

c. burglary

d. arson

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

12. The top three offenses committed by juveniles are ______.

a. arson, robbery, and fraud

b. vandalism, robbery, and arson

c. disorderly conduct, liquor law offenses, and sex offenses

d. drunkenness, vandalism, and driving under the influence

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

13. Adolescents’ sensitivities to rewards are different from those of adults, prompting them to seek ______ levels of novelty.

a. lower

b. sporadic

c. higher

d. relaxing

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

14. Which of the following crimes is least likely to be committed by a juvenile?

a. drug abuse violation

b. rape

c. stolen property

d. burglary

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

15. Which crime is most likely to be committed by a juvenile?

a. motor vehicle theft

b. aggravated assault

c. murder

d. liquor law violation

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

16. According to Terrie Moffitt, ______ offenders offend during adolescence but do not continue crime into adulthood.

a. youth bounded

b. adolescent peak

c. youth desistance

d. adolescent limited

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

17. According to Terrie Moffitt, ______ offenders begin their criminal offending prior to puberty and continue through adulthood.

a. adult continuing

b. life course persistent

c. adult amplified

d. life course chronic

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

18. According to Terrie Moffitt, ______ offenders constitute about 7% of all delinquents but account for at least 50% of all juvenile crime.

a. adolescent peak

b. life course persistent

c. adolescent limited

d. life course chronic

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

19. Even as recently as 300 years ago, children were considered little more than ______.

a. property

b. workers for the family

c. employees

d. wards of the state

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

20. The minimum legal age for criminal responsibility was established as ______ in early English law.

a. 7

b. 10

c. 13

d. 16

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

21. All of the following are types of juvenile waivers EXCEPT ______.

a. parental waiver

b. judicial waiver

c. prosecutorial waiver

d. statutory waiver

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

22. Parens patriae gave the state the right to intercede on behalf of ______.

a. children

b. the church

c. the impoverished

d. all of these

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

23. Children without parents are assigned to foster families through a system of ______.

a. renewed familial support

b. parens patriae

c. bridewells

d. binding out

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

24. The creation of workhouses was spawned by the concern over ______.

a. juvenile vagrancy

b. juvenile assault

c. violent sex offenses

d. all of these

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

25. The primary purpose of workhouses was to ______.

a. punish offenders

b. instill a work ethic

c. remove dangerous persons from the streets

d. profit from the labors of the incarcerated

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

26. In the United States, juvenile courts are supposed to act in the best interest of the ______.

a. society

b. court

c. child

d. family

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

27. By ______, every state in the union had established a juvenile court system.

a. 1888

b. 1927

c. 1945

d. 1963

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

28. In the juvenile court system, a person charged with an illegal act is called a ______.

a. defendant

b. client

c. respondent

d. patient

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

29. In the juvenile court system, a proceeding to determine whether the accused is guilty is called a(n) ______.

a. jury trial

b. adjudicatory hearing

c. status conference

d. mediation hearing

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

30. In juvenile court, the standard of proof required is ______.

a. more likely than not

b. probable cause

c. as likely as unlikely

d. beyond a reasonable doubt

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

31. Nationwide, ______ of juvenile cases are waived to criminal court.

a. 1%

b. 3%

c. 5%

d. 10%

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

32. A ______ involves a juvenile judge deciding after a “full inquiry” that the juvenile should be waived.

a. parental waiver

b. judicial waiver

c. prosecutorial discretion

d. statutory exclusion

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

33. A ______ allows prosecutors to decide to file some cases in either juvenile or adult court.

a. parental waiver

b. judicial waiver

c. prosecutorial discretion

d. statutory exclusion

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

34. A ______ is set by legislatures.

a. parental waiver

b. judicial waiver

c. prosecutorial discretion

d. statutory exclusion

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

35. Studies have shown that, compared to juveniles adjudicated in juvenile courts, those waived to the adult court are ______ to recidivate.

a. slightly less likely

b. more likely

c. as likely

d. much less likely

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

36. The current age line for the use of the death penalty is drawn at ______ and under.

a. 16

b. 17

c. 18

d. 19

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

37. In opposing the death penalty for juveniles, Justice Anthony Kennedy expressed concerns about ______.

a. possible wrongful convictions

b. histories of physical and sexual abuse common in juvenile murder suspects

c. racial bias in this practice

d. the immaturity of the juvenile brain

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Medium

38. All of the following are constitutional due process rights granted to juveniles EXCEPT ______.

a. the right to proper notification of charges

b. the right to legal counsel

c. the right to appellate review

d. the right to bail

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

39. In which case did the Court hold that juveniles must be provided with essential due process rights, thus ending the “hands-off policy” previously taken by the Court?

a. Kent v. United States

b. In re Gault

c. In re Winship

d. McKeiver v. Pennsylvania

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

40. In which case did the Court hold that juveniles do not have a constitutional right to trial by jury?

a. Kent v. United States

b. In re Gault

c. In re Winship

d. McKeiver v. Pennsylvania

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

41. In which case did the Court hold that juveniles can be held in pretrial preventive detention when charged with a delinquent act?

a. Schall v. Martin

b. Graham v. Florida

c. In re Winship

d. McKeiver v. Pennsylvania

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

42. In which case did the Court hold that it was unconstitutional to sentence a juvenile to life without parole for a crime other than homicide?

a. Schall v. Martin

b. Graham v. Florida

c. In re Winship

d. McKeiver v. Pennsylvania

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

43. In which case did the Court hold that juveniles are afforded basic constitutional rights when there is a possibility of confinement?

a. Kent v. United States

b. In re Gault

c. In re Winship

d. McKeiver v. Pennsylvania

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

44. All of the following are part of the three-pronged goal of the juvenile justice system EXCEPT ______.

a. providing treatment

b. securing restitution

c. holding delinquents accountable

d. protecting the community

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Juvenile Community Corrections

Difficulty Level: Easy

45. Deferred adjudication is ______.

a. a decision made regarding an offense without having to go to court

b. a delay in sentencing pending good behavior

c. a juvenile justice trial that goes into extended recess

d. a delay of trial pending an investigation regarding the respondent’s ability to stand trial

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Juvenile Community Corrections

Difficulty Level: Easy

46. The most lenient disposition in a juvenile case is ______.

a. deferred adjudication

b. a waiver

c. amicus curiae

d. statutory exclusion

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Juvenile Community Corrections

Difficulty Level: Easy

47. The typical juvenile probation officer supervises about ______ kids.

a. 20

b. 30

c. 40

d. 50

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Juvenile Community Corrections

Difficulty Level: Easy

48. ______ is every action that is primarily oriented toward justice by repairing the harm that has been caused by a criminal act.

a. A balanced approach

b. A judicial waiver

c. A community service order

d. Restorative justice

Learning Objective: 13-6: Be able to explain the processes involved in restorative justice.

Cognitive Domain: Knowledge

Answer Location: Intensive Probation

Difficulty Level: Easy

49. A community service order would likely compel a juvenile to ______.

a. seek aid from a community mental health agency

b. do something like pick up trash or clean graffiti

c. meet with his or her victim

d. all of these

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Intensive Probation

Difficulty Level: Easy

50. Wilderness treatment programs have what effect on recidivism?

a. They generally increase recidivism rates in most circumstances.

b. They generally decrease recidivism rates in most circumstances.

c. They increase recidivism rates in comparison to boot camps but decrease rates in all other instances.

d. They decrease recidivism rates in comparison to boot camps but increase rates in all other instances.

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Residential and Institutional Juvenile Corrections

Difficulty Level: Easy

True/False

1. Juveniles are subject to more laws than adults.

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

2. All crimes are considered status offenses when committed by juveniles.

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

3. Status offenses constitute a minority of juvenile offenses.

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

4. Juveniles account for 47% of all property crime arrests.

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

5. Antisocial behavior is abnormal for juveniles.

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

6. Male juveniles are more likely to steal than to commit a rape.

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

7. Juveniles commit about one-quarter of all murders.

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

8. Biologists tell us that adolescent rebellion is an evolutionary design feature of all social primates.

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Knowledge

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

9. Until 300 years ago, the concept of childhood was not recognized.

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

10. In English common law, 5-year-olds were liable for criminal behavior.

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

11. Juvenile courts hold trials.

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

12. Juveniles are convicted of crimes in juvenile court.

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

13. The Supreme Court has banned the death penalty for juveniles.

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

14. Juveniles share at least one common right with adults in that it is unconstitutional to incarcerate them without a trial.

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

15. Under the principle of parens patriae, the juvenile court has the power to intervene in a child’s life as a proactive measure, even though he or she has been found not guilty of any wrongdoing.

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

16. Juveniles waived to adult court are more likely to recidivate.

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

17. Courts can remove a child’s right to liberty without due process.

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

18. Juvenile and criminal courts are becoming increasingly similar.

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

19. Prior to 1996, the U.S. Supreme Court maintained a “hands-off policy” with regard to the operation of the juvenile courts.

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

20. Juveniles have a constitutional right to a trial by jury.

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

21. The standard of proof to be used in a juvenile adjudication hearing is a preponderance of the evidence.

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Processing Juvenile Offenders

Difficulty Level: Easy

22. The most lenient disposition of a case is known as deferred adjudication.

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Juvenile Community Corrections

Difficulty Level: Easy

23. A predisposition report is analogous to an adult presentence report.

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Juvenile Community Corrections

Difficulty Level: Easy

24. Wilderness programs have a better recidivism rate than boot camps.

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Residential and Institutional Juvenile Corrections

Difficulty Level: Easy

25. Countries that use a welfare model of juvenile justice are more concerned about the well-being of children than about legalities.

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Comparative Corrections: Juvenile Justice Philosophies

Difficulty Level: Easy

Essay

1. Explain the differences between juvenile delinquency and adult crimes.

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Analysis

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Medium

2. Discuss the extent of delinquency. Be sure to cite specific statistics in your response.

Learning Objective: 13-1: Be able to explain the differences between delinquency and crime.

Cognitive Domain: Comprehension

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Medium

3. Describe parens patriae. How exactly does it impact the juvenile justice system?

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Application

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Medium

4. Identify and explain the various ways that juveniles can be waived.

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Comprehension

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Medium

5. Discuss the ways in which the juvenile courts are different from the adult courts.

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Analysis

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Medium

6. Discuss the three prongs of the balanced approach to corrections.

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Comprehension

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Medium

7. Discuss how restorative justice can be used in the juvenile justice system.

Learning Objective: 13-6: Be able to explain the processes involved in restorative justice.

Cognitive Domain: Application

Answer Location: Intensive Probation

Difficulty Level: Medium

8. How effective are wilderness/survival programs in dealing with delinquency?

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Comprehension

Answer Location: Residential and Institutional Juvenile Corrections

Difficulty Level: Medium

9. Explain how neuroscience has contributed to an understanding of the age-crime curve.

Learning Objective: 13-2: Understand why we see the age-crime curve in terms of adolescent development.

Cognitive Domain: Comprehension

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Medium

10. Provide an overview of the history of the juvenile system.

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Comprehension

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Medium

11. Some critics have asserted that “under the parens patriae philosophy, the child gets the worst of both worlds.” What does this mean? Do you agree?

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Analysis

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Hard

12. Which of the four philosophies/models of juvenile justice used around the world do you believe is most effective? Explain your reasoning.

Learning Objective: 13-3: Know the history and philosophy of juvenile justice.

Cognitive Domain: Analysis

Answer Location: Comparative Corrections

Difficulty Level: Medium

13. Discuss any of the major Supreme Court cases that have dealt with juvenile due process rights and the significance of the respective rulings.

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Comprehension

Answer Location: Processing Juvenile Offenders

Difficulty Level: Medium

14. Describe the case that eliminated the death penalty for juveniles and include the Court’s reasoning.

Learning Objective: 13-4: Understand the court cases that led to extending due process to juvenile offenders.

Cognitive Domain: Comprehension

Answer Location: Processing Juvenile Offenders

Difficulty Level: Medium

15. Do you think there should be different justice systems for juveniles and adults? Explain your reasoning.

Learning Objective:13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Analysis

Answer Location: Entire Chapter

Difficulty Level: Medium

16. Do you think juveniles should be tried as adults? Why or why not? Provide the case of a hypothetical offender to justify your reasoning.

Learning Objective: 13-5: Gain a basic understanding of community and institutional juvenile corrections practices.

Cognitive Domain: Analysis

Answer Location: Entire Chapter

Difficulty Level: Medium