Juvenile Justice Philosophy, Law, And | Exam Prep Ch.15 - Criminal Justice Practice 3e Complete Test Bank by Kenneth J. Peak. DOCX document preview.

Juvenile Justice Philosophy, Law, And | Exam Prep Ch.15

Chapter 15: Juvenile Justice: Philosophy, Law, and Practices

Test Bank

Multiple Choice

1. What was the main impetus for establishing separate correctional facilities for juvenile offenders?

A. Adult prisons were overcrowded.

B. The adult system was overwhelmed with cases.

C. Juveniles were committing more serious crimes.

D. Juries did not want to see children incarcerated with adults.

Cognitive Domain: Comprehension

Answer Location: History of Juvenile Justice

Difficulty Level: Medium

2. Which of the following is an example of a status offense?

A. prostitution

B. running away

C. shoplifting

D. assault

Learning Objective: 15-1: Describe the early treatment of juveniles and history of our juvenile justice system, which includes houses of refuge, reformatories, and the first juvenile court, created in Illinois.

Cognitive domain: Comprehension

Answer Location: History of Juvenile Justice

Difficulty Level: Medium

3. Which act prevented the placement of any juveniles in any institutions where they would have regular contact with adults convicted of criminal charges?

A. Human Rights Act of 1998

B. Civil Rights Act of 1957

C. Juvenile Justice and Delinquency Prevention Act of 1974

D. Juvenile Justice Act of 2000

Learning Objective: 15-1: Describe the early treatment of juveniles and history of our juvenile justice system, which includes houses of refuge, reformatories, and the first juvenile court, created in Illinois.

Cognitive domain: Knowledge

Answer Location: History of Juvenile Justice

Difficulty Level: Easy

4. Which statement is true about the Illinois Juvenile Court Act?

A. It required that juveniles be kept with adults in the same institution.

B. It created a special court for neglected, dependent, or delinquent children under age 16.

C. It defined the purpose of the court to be deterrence rather than rehabilitation.

D. It allowed juveniles to be executed for crimes committed before they turn 14 years old.

Learning Objective: 15-1: Describe the early treatment of juveniles and history of our juvenile justice system, which includes houses of refuge, reformatories, and the first juvenile court, created in Illinois.

Cognitive domain: Comprehension

Answer location: History of Juvenile Justice

Difficulty Level: Medium

5. Which individual has committed a status offense?

A. Mary, a teenager, is caught drinking alcohol.

B. Navid, a 14-year-old, is caught plagiarizing a paper.

C. Jones, a middle-aged man, is caught stealing lumber from the construction jobsite where he works.

D. Marty, a 17-year-old, is arrested for sexual assault.

Learning Objective: 15-1: Describe the early treatment of juveniles and history of our juvenile justice system, which includes houses of refuge, reformatories, and the first juvenile court, created in Illinois.

Cognitive domain: Application

Answer Location: History of Juvenile Justice

Difficulty Level: Hard

6. Where was the first house of refuge located?

A. New York

B. Chicago

C. Los Angeles

D. Tennessee

Cognitive Domain: Comprehension

Answer Location: History of Juvenile Justice

Difficulty Level: Medium

7. Facilities in which children worked an 8-hr day at various trades while attending at least 4 hours of school were known as ______.

A. reformatories

B. houses of refuge

C. jails

D. detention centers

Cognitive Domain: Comprehension

Answer Location: History of Juvenile Justice

Difficulty Level: Medium

8. What type of facilities were designed to segregate youthful offenders from adult criminals, remove them from adverse home environments until they were reformed, and help youth avoid idleness?

A. reformatories

B. houses of refuge

C. jails

D. detention centers

Cognitive Domain: Knowledge

Answer Location: History of Juvenile Justice

Difficulty Level: Easy

9. In which state was the first juvenile court established?

A. Illinois

B. Indiana

C. Iowa

D. New York

Cognitive Domain: Knowledge

Answer Location: History of Juvenile Justice

Difficulty Level: Easy

10. What year was the first Juvenile Court Act was established?

A. 1923

B. 1899

C. 1823

D. 1963

Cognitive Domain: Knowledge

Answer Location: History of Juvenile Justice

Difficulty Level: Easy

11. The sentiment that the state is the ultimate parent of a child and has the authority to step in when a biological parent is unwilling or unable to sufficiently care for the child is known as ______.

A. guardianship

B. habeas corpus

C. parens patriae

D. fostering

Cognitive Domain: Knowledge

Answer Location: History of Juvenile Justice

Difficulty Level: Easy

12. Which of the following was one of the provisions of the Illinois Juvenile Court Act?

A. It adhered to a rigid, formalized structure for court proceedings.

B. It held open court proceedings and records for cases involving juveniles.

C. It defined a rehabilitative rather than punitive purpose for the juvenile court.

D. It created a special court for children under age 12.

Cognitive Domain: Knowledge

Answer Location: History of Juvenile Justice

Difficulty Level: Easy

13. Actions considered criminal when committed by a juvenile are known as ______.

A. status offenses

B. delinquent offenses

C. dysfunctional offenses

D. petty offenses

Cognitive Domain: Knowledge

Answer Location: History of Juvenile Justice

Difficulty Level: Easy

14. Emily was detained by the police when she failed to attend school for the last several days in favor of smoking in the park. She has engaged in what type of offense?

A. juvenile crime

B. status offense

C. delinquent waiver

D. bill of attainder

Cognitive Domain: Application

Answer Location: History of Juvenile Justice

Difficulty Level: Hard

15. Which of the following was a provision of the Juvenile Justice and Delinquency Prevention Act of 1974?

A. It required juvenile detention centers to provide educational programs.

B. It authorized housing juveniles in secure detention and correctional facilities.

C. It prohibited housing juveniles in institutions with convicted adult offenders.

D. It established the code of status offenses.

Cognitive Domain: Knowledge

Answer Location: History of Juvenile Justice

Difficulty Level: Easy

16. Which factor is considered one of the most critical influences on juvenile development?

A. self-control

B. socioeconomic status

C. academic achievement

D. family background

Cognitive Domain: Comprehension

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Medium

17. Children from which of the following backgrounds are more likely to engage in delinquent behavior?

A. affluent

B. poor

C. middle class

D. uneducated

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

18. What is another term for the premise that a defendant is assumed to be innocent until guilt is established beyond a reasonable doubt?

A. presumption of innocence

B. in loco parentis

C. beyond a preponderance of a doubt

D. double jeopardy

Cognitive Domain: Comprehension

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Medium

19. When the state acts in place of the parent, it is said to be acting ______.

A. via de la rosa

B. guardian ad litem

C. in lieu patriae

D. in loco parentis

Cognitive Domain: Knowledge

Answer Location: Underlying Principles of the Juvenile Court

Difficulty Level: Easy

20. Although punishment is typically the goal in the adult criminal justice system, what is the goal in the juvenile justice system?

A. rehabilitation

B. restitution

C. deterrence

D. retribution

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

21. While the adult system pronounces a sentence on an offender, what is the terminology used for the same process in the juvenile court?

A. petition

B. verdict

C. disposition

D. adjustment

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

22. Which of the following is one of the underlying principles of the juvenile courts?

A. the presumption of the best interest of the minor

B. the presumption of delinquency

C. the presumption of consistent contact with the system

D. the presumption the state needs to take a role in the life of the child

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

23. Who has the burden of showing that intervention is necessary for the protection of either the minor or society?

A. arresting police officer

B. judge

C. prosecutor

D. clerk of the court

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

24. Which feature of the juvenile justice system is intended to minimizes stigma and labeling?

A. youth confidentiality

B. separation from adults

C. community-based corrections

D. individualized justice

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

25. What juvenile justice goal advocates that if possible, the youth should be placed in their community?

A. youth confidentiality

B. separation from adults

C. community-based corrections

D. individualized justice

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

26. What is considered the MOST important goal of the juvenile justice system?

A. informal outcomes

B. restorative justice

C. separation from adult offenders

D. confidentiality

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

27. Juvenile crime rates have ______ since the mid-1990s.

A. decreased

B. increased

C. stayed the same

D. fluctuated

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

28. According to the Uniform Crime Reports, juveniles commit about ______ of all violent crime.

A. 5%

B. 11%

C. 24%

D. 55%

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

29. ______ is one of the most potent influences on juvenile development.

A. Family dysfunction

B. Educational success

C. Peer influence

D. Employment status

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

30. What is the primary basis of the contrast between the juvenile and adult criminal justice process?

A. the state

B. federal legislation

C. terminology

D. the verdict

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive domain: Comprehension

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Medium

31. In which of the following situations would the doctrine of in loco parentis take hold?

A. When parents adequately take care of their children.

B. When a juvenile is neglected or abused by their parents.

C. When a juvenile is apprehended while committing a status offense.

D. When a juvenile commits a crime.

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive domain: Analysis

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Medium

32. Which situation would diminish the idealistic contrast between juvenile and adult court process?

A. When a child is physically abused or neglected.

B. When a child is sexually abused or neglected.

C. When a child commits a heinous crime.

D. When a child requests that parental ties be severed.

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive domain: Analysis

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Medium

33. The process of trying juveniles as adults is known as ______.

A. certification

B. remanding

C. excluding

D. sequestration

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Easy

34. Who makes the determination if there is sufficient evidence to prove the allegation against the juvenile?

A. parents

B. judge

C. law enforcement

D. intake officer

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Easy

35. Approximately what percentage of cases referred to the juvenile court are handled informally?

A. 30%

B. 50%

C. 75%

D. 60%

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Easy

36. At the point of arrest, who makes the decision on whether to send the matter to the juvenile justice system or to divert the case into an alternative program?

A. police officer

B. prosecutor

C. defense attorney

D. judge

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Easy

37. At the detention hearing, the ______ reviews the case and determines if continued detention is necessary.

A. prosecutor

B. defense attorney

C. judge

D. probation officer

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Easy

38. At the ______ hearing, recommendations for the final outcome (sentence) are presented to the judge.

A. disposition

B. arraignment

C. adjudication

D. initial

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Comprehension

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Medium

39. Sixteen-year-old Charlie was adjudicated delinquent for a threatening offense and was committed to the juvenile department of corrections. What happens once he is released?

A. He will be ordered to a period of aftercare monitoring.

B. He will be released to probation supervision.

C. He will be moved to a halfway house.

D. He will be released from custody with no further court involvement.

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Application

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Hard

40. Roberto is Michelle’s guardian ad litem. She was arrested for shoplifting. After meeting with Michelle and her family, Roberto recommends to the judge that she perform community service and participate in a program meant to deter shoplifting. At what point in the juvenile justice process is Michelle?

A. detention hearing

B. deposition hearing

C. residential placement

D. decision hearing

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Application

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Hard

41. What occurs at a detention hearing?

A. The judge reviews the case and determines if the delinquent should be detained or released.

B. The judge decides the merits of the case and reaches a decision.

C. The judge receives dispositional recommendations.

D. The judge determines whether detention of the delinquent was constitutional.

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Application

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Hard

42. Who is usually responsible for the court intake function for juvenile offenders?

A. judge

B. defense attorney

C. juvenile probation department

D. police officer

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Medium

43. Molly was arrested 20 hours ago. She is brought before a judge for a hearing. Which hearing is Molly experiencing?

A. initial hearing

B. sentencing hearing

C. disposition hearing

D. detention hearing

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Application

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Hard

44. Some authors believe there is a(n) ______ pipeline.

A. arrest-to-prison

B. birth-to-prison

C. school-to-prison

D. job-to-prison

Learning Objective: 15-4: Discuss whether or not there exists a school-to-prison pipeline and, if so, reasons for and possible solutions to it.

Cognitive Domain: Knowledge

Answer Location: The Problem of Labeling

Difficulty Level: Easy

45. Disintegrative shaming and reintegrataive shaming are associated with which problem of juvenile justice?

A. the school to prison pipeline

B. status offending

C. parens patriae

D. labeling

Learning Objective: 15-4: Discuss whether or not there exists a school-to-prison pipeline and, if so, reasons for and possible solutions to it.

Cognitive Domain: Comprehension

Answer Location: The Problem of Labeling

Difficulty Level: Medium

46. Which of the following can be described as an attempt to reconnect the stigmatized person to the larger society?

A. reintegrative shaming

B. disintegrative shaming

C. restorative shaming

D. retributive shaming

Learning Objective: 15-4: Discuss whether or not there exists a school-to-prison pipeline and, if so, reasons for and possible solutions to it.

Cognitive Domain: Knowledge

Answer Location: The Problem of Labeling

Difficulty Level: Easy

47. The notion that students who are expelled from school for disruptive behavior are then consigned to the homes and neighborhoods of negative influences where their problems began, causing them to become stigmatized, more hardened and embittered, and often more engaged in criminality is called ______.

A. mass incarceration

B. the school-to-prison pipeline

C. educational apathy

D. the Hawthorne effect

Learning Objective: 15-4: Discuss whether or not there exists a school-to-prison pipeline and, if so, reasons for and possible solutions to it.

Cognitive Domain: Knowledge

Answer Location: The Problem of Labeling

Difficulty Level: Easy

48. James was suspended from school for a week and was left unsupervised at home. Over the course of the week, James reconnected with several deviant friends that are in a local gang. He ended up joining the gang and engaging in petty crimes. What concept does this example illustrate?

A. labeling

B. parens patriae

C. the school-to-prison pipeline

D. in loco parentis

Learning Objective: 15-4: Discuss whether or not there exists a school-to-prison pipeline and, if so, reasons for and possible solutions to it.

Cognitive Domain: Application

Answer Location: The Problem of Labeling

Difficulty Level: Hard

49. What concept describes the concern that a juvenile will never be redeemed in the eyes of the community?

A. labeling

B. parens patriae

C. the school-to-prison pipeline

D. in loco parentis

Learning Objective: 15-4: Discuss whether or not there exists a school-to-prison pipeline and, if so, reasons for and possible solutions to it.

Cognitive Domain: Comprehension

Answer Location: The Problem of Labeling

Difficulty Level: Medium

50. Examples of ______ confinement facilities include halfway houses, shelter care facilities, and group homes.

A. nonsecure

B. secure

C. intermediate

D. temporary

Learning Objective: 15-5: Describe the types of secure and nonsecure custodial options that are available to juvenile court judges.

Cognitive Domain: Knowledge

Answer Location: Custodial Options

Difficulty Level: Easy

51. Which of the following terms is synonymous with “shock probation”?

A. boot camps

B. halfway houses

C. parole

D. foster care

Learning Objective: 15-5: Describe the types of secure and nonsecure custodial options that are available to juvenile court judges.

Cognitive Domain: Knowledge

Answer Location: Custodial Options

Difficulty Level: Easy

52. Sixty days after being sentenced to a secure facility, Robert is brought before the judge again in 60 days and placed on probation. What is the purpose of this tactic?

A. to avoid labeling Robert with a criminal label

B. to ensure Robert can return to school

C. to surprise Robert with “shock probation,” which is intended to shock him into good behavior after getting a small taste of institutionalization

D. to ensure Robert understands the reason he was punished

Learning Objective: 15-5: Describe the types of secure and nonsecure custodial options that are available to juvenile court judges

Cognitive Domain: Knowledge

Answer Location: Custodial Options

Difficulty Level: Easy

53. Recent findings suggest that most youth who join a gang remain active for how many years?

A. a lifetime

B. 10 years

C. 5 years

D. 1–2 years

Learning Objective: 15-6: Elaborate on the problem of--and possible solutions to--youth gangs, including the reasons for, and approaches to, providing formal aftercare and reentry services for juveniles.

Cognitive Domain: Knowledge

Answer Location: Youth Gangs: An Overview

Difficulty Level: Easy

54. Which of the following individuals would be more typical of those represented among gang membership?

A. James, 24 years old

B. Mack, 10 years old

C. Gordan, 13 years old

D. Michael, 14 years old

Learning Objective: 15-6: Elaborate on the problem of--and possible solutions to--youth gangs, including the reasons for, and approaches to, providing formal aftercare and reentry services for juveniles.

Cognitive Domain: Analysis

Answer Location: Youth Gangs: An Overview

Difficulty Level: Medium

55. The number of gangs in the United States has increased by ______ since 2010.

A. 5%

B. 8%

C. 10%

D. 11%

Learning Objective: 15-6: Elaborate on the problem of--and possible solutions to--youth gangs, including the reasons for, and approaches to, providing formal aftercare and reentry services for juveniles.

Cognitive Domain: Knowledge

Answer Location: Youth Gangs: An Overview

Difficulty Level: Easy

56. A recent study found that gangs were active in less than 30% of cities and counties surveyed, which suggests that gang activity has declined. What is most responsible for the recent decline?

A. decline of gangs in large, metropolitan cities

B. gang culture has become less culturally acceptable

C. decline of gangs in smaller cities

D. decline of gangs in rural areas

Learning Objective: 15-6: Elaborate on the problem of--and possible solutions to--youth gangs, including the reasons for, and approaches to, providing formal aftercare and reentry services for juveniles.

Cognitive Domain: Comprehension

Answer Location: Youth Gangs: An Overview

Difficulty Level: Medium

57. Imagine you are a policy-maker in a metropolitan area. You want to develop an evidence-based policy to target gang activity in your city. Which of the following policies would you adopt first?

A. focusing primarily on increasing punishments for first-time gang-related offenses as well as hard-core gang members

B. funding for increased patrolling gang neighborhoods and arresting any individuals who are suspected of gang involvement

C. focus primarily on funding for arresting hard-core gang members and police weaponry

D. a multi-faceted approach that provides vocational training, parental training, and training for police to better understand the communities they serve

Learning Objective: 15-6: Elaborate on the problem of--and possible solutions to--youth gangs, including the reasons for, and approaches to, providing formal aftercare and reentry services for juveniles.

Cognitive Domain: Application

Answer Location: Youth Gangs: An Overview

Difficulty Level: Hard

58. Studies suggest that 2/3 of adult offenders will be re-arrested within 3 years of being released from prison. Compared to adult offenders, do we know about how many juvenile offenders will be rearrested within a few years of their release from detention?

A. Juvenile offenders and adult offenders are approximately equally likely to be rearrested.

B. Juvenile offenders are significantly more likely to be rearrested.

C. Juvenile offenders are slightly less likely to be rearrested.

D. Juvenile offenders are significantly less likely to be rearrested.

Learning Objective: 15-6: Elaborate on the problem of--and possible solutions to--youth gangs, including the reasons for, and approaches to, providing formal aftercare and reentry services for juveniles.

Cognitive Domain: Analysis

Answer Location: Youth Gangs: An Overview

Difficulty Level: Medium

59. Why is it difficult to arrive at a common definition of a youth gang?

A. Most of their activity is illegal.

B. Members are frequently minors.

C. State and local jurisdictions often devise their own definitions.

D. Gangs are becoming more and more rare.

Learning Objective: 15-6: Elaborate on the problem of--and possible solutions to--youth gangs, including the reasons for, and approaches to, providing formal aftercare and reentry services for juveniles.

Cognitive Domain: Comprehension

Answer Location: Youth Gangs: An Overview

Difficulty Level: Medium

60. In which U.S. Supreme Court case did the Court clarify a juvenile's right to counsel?

A. J.D.B. v. North Carolina (2011)

B. Miller v. Alabama (2012)

C. Kent v. United States (1966)

D. In re Winship (1970)

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Knowledge

Answer Location: Significant Court Decisions

Difficulty Level: Easy

61. What was the key effect of the U.S. Supreme Court's decision In Re Gault?

A. It prohibited the imposition of a life sentence without possibility of parole for juvenile offenders.

B. It extended the absolute right to a trial by jury to juvenile offenders.

C. It extended the right to counsel to juvenile offenders.

D. It extended basic due process protections to juvenile offenders.

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Knowledge

Answer Location: Significant Court Decisions

Difficulty Level: Easy

62. What is the burden-of-proof standard for juvenile court system cases?

A. preponderance of the evidence

B. beyond a reasonable doubt

C. reasonable suspicion

D. probable cause

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Knowledge

Answer Location: Significant Court Decisions

Difficulty Level: Easy

63. In which U.S. Supreme Court case did the Court find that juveniles do not have an absolute right to a trial by jury?

A. J.D.B. v. North Carolina (2011)

B. Breed v. Jones (1975)

C. McKeiver v. Pennsylvania (1971)

D. Kent v. United States (1966)

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Knowledge

Answer Location: Significant Court Decisions

Difficulty Level: Easy

64. In which case did the U.S. Supreme Court rule that police cannot avoid reading a youth his or her Miranda warnings simply by questioning the child at school, away from the child's parents?

A. J.D.B. v. North Carolina (2011)

B. Breed v. Jones (1975)

C. Miller v. Alabama (2012)

D. Kent v. United States (1966)

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Knowledge

Answer Location: Significant Court Decisions

Difficulty Level: Easy

65. What has been the U.S. Supreme Court’s rationale in prohibiting the imposition of mandatory life sentences without possibility of parole for juvenile offenders?

A. The sentence is cruel and unusual in that it separates the child from his family forever.

B. The sentence does not take into account biological harm already done to the juvenile.

C. The sentence is cruel and unusual in that no other country treats youthful offenders in such a harsh manner.

D. The sentence doesn't take into account that criminal tendencies may be outgrown.

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Comprehension

Answer Location: Significant Court Decisions

Difficulty Level: Medium

66. Between 2010 and 2012, there were many important Supreme Court decisions regarding the legal rights of juveniles. During what other time period did the Supreme Court make a majority of the important decisions regarding juveniles’ legal rights?

A. 1920–1930

B. 1940–1950

C. 1950–1960

D. 1960–1970

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Knowledge

Answer Location: Significant Court Decisions

Difficulty Level: Easy

67. In Kent v. United States (1966), the Supreme Court overturned the conviction of a juvenile because his rights to due process were violated. What is another important decision in this case?

A. Courts must provide reasons for why they transferred a juvenile to adult criminal court.

B. Juveniles have a right that protects against self-incrimination.

C. Juveniles are protected against double jeopardy.

D. Juveniles cannot be executed.

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Comprehension

Answer Location: Significant Court Decisions

Difficulty Level: Medium

68. In 2003, 14-year-old Evan Miller beat his neighbor to death and burned down his trailer. Miller was convicted in 2006 and sentenced to life without the possibility of parole (LWOP), which is the mandatory sentence for “murder in the course of arson.” The Supreme Court found in the case bearing his name, Miller v. Alabama, that mandatory life sentences for juveniles were unconstitutional, although the court did not ban them outright. The court had already ruled against life sentences for juveniles in 2010. Why didn’t this finding apply to the Miller case?

A. The 2010 finding was not applied retroactively, so it would not have impacted Miller because he was convicted in 2006.

B. The 2010 ruling rejected life sentences for nonhomicidal offenses.

C. The 2010 ruling was not applicable to Alabama.

D. The 2010 ruling was only applicable for juveniles that were not tried as adults.

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Analysis

Answer Location: Significant Court Decisions

Difficulty Level: Medium

69. In J.D.B. v. North Carolina (2011), what did the Supreme Court rule for the first time?

A. Juveniles do not have rights to a Miranda warning.

B. When being questioned in school, juveniles are not legally considered to be in custody and do not require a Miranda warning.

C. Age must be considered when determining whether or not a suspect is aware of their rights.

D. Parents must always be present before a juvenile is questioned.

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Comprehension

Answer Location: Significant Court Decisions

Difficulty Level: Medium

70. According to the Supreme Court, who has the discretion to determine whether or not a juvenile receives a trial by jury?

A. the district attorney

B. the federal government

C. the presiding judge

D. state and local authorities

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Comprehension

Answer Location: Significant Court Decisions

Difficulty Level: Medium

True/False

1. The first houses of refuge were commissioned by the U.S. government to alleviate overcrowding in adult prisons.

Learning Objective: 15-1: Describe the early treatment of juveniles and history of our juvenile justice system, which includes houses of refuge, reformatories, and the first juvenile court, created in Illinois.

Cognitive Domain: Knowledge

Answer Location: History of Juvenile Justice

Difficulty Level: Easy

2. Persons in need of supervision (PINS) would include runaways, truants, and other status offenders.

Learning Objective: 15-1: Describe the early treatment of juveniles and history of our juvenile justice system, which includes houses of refuge, reformatories, and the first juvenile court, created in Illinois.

Cognitive Domain: Knowledge

Answer Location: History of Juvenile Justice

Difficulty Level: Easy

3. Family dysfunction, substance abuse, and poor academic performance are all considered correlates to juvenile delinquency.

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

4. The concept of parens patriae allows the state to act in place of parents who are not sure how to handle the delinquent behavior of their children.

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive Domain: Comprehension

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Medium

5. The presumption of innocence is the hallmark not only of the adult system but of the juvenile justice system as well.

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

6. The primary purpose of the juvenile justice system is to operate in the best interests of preserving public safety.

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

7. The primary sanction utilized by the juvenile justice system is probation supervision.

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

8. Less than one third of cases referred to the juvenile court are handled informally, with dispositions of probation, counseling, or restitution.

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Easy

9. Juvenile aftercare is the process of monitoring juvenile offenders after they complete an outpatient substance abuse treatment program.

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Easy

10. Research suggests that the school-to-prison pipeline is heavily influenced by racial discrimination.

Learning Objective: 15-4: Discuss whether or not there exists a school-to-prison pipeline and, if so, reasons for and possible solutions to it.

Cognitive Domain: Knowledge

Answer Location: The Problem of Labeling

Difficulty Level: Easy

11. Nonsecure confinement is generally reserved as a last resort.

Learning Objective: 15-5: Describe the types of secure and nonsecure custodial options that are available to juvenile court judges.

Cognitive Domain: Knowledge

Answer Location: Custodial Options

Difficulty Level: Easy

12. Most youth who join a gang stay in the gang for an extended period of time.

Learning Objective: 15-6: Elaborate on the problem of--and possible solutions to--youth gangs, including the reasons for, and approaches to, providing formal aftercare and reentry services for juveniles.

Cognitive Domain: Knowledge

Answer Location: Youth Gangs: An Overview

Difficulty Level: Easy

13. A number of due process protections have been extended to juvenile offenders, such as the right to counsel, advance notice of charges, cross-examination of witnesses, and the privilege against self-incrimination.

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Comprehension

Answer Location: Significant Court Decisions

Difficulty Level: Medium

14. At this time, courts are allowed to impose the death penalty or life without the possibility of parole for juvenile homicide offenders.

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Comprehension

Answer Location: Significant Court Decisions

Difficulty Level: Medium

15. In the case of J.D.B. v. North Carolina, the U.S. Supreme Court ruled that when questioning juveniles at school without parents present, the police do not have to read youths their Miranda rights.

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Knowledge

Answer Location: Significant Court Decisions

Difficulty Level: Easy

Short Answer

1. List some of the acts that would be considered status offenses.

Learning Objective: 15-1: Describe the early treatment of juveniles and history of our juvenile justice system, which includes houses of refuge, reformatories, and the first juvenile court, created in Illinois.

Cognitive Domain: Knowledge

Answer Location: History of Juvenile Justice

Difficulty Level: Easy

2. What are the three underlying principles of the juvenile courts?

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive Domain: Knowledge

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Easy

3. What is the rationale behind confidentiality of juvenile court proceedings and records?

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive Domain: Comprehension

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Medium

4. Explain the juvenile justice system goal of individualized justice for minors.

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive Domain: Comprehension

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Medium

5. List the individuals who can refer a case to the juvenile court.

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Easy

6. Elucidate the sanction of residential placement in the juvenile court system.

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Comprehension

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Medium

7. What was the substantive ruling in the U.S. Supreme Court case of Kent v. United States (1966)?

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Comprehension

Answer Location: Significant Court Decisions

Difficulty Level: Medium

8. What due process rights were extended to juvenile offenders in the case of In Re Gault?

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Comprehension

Answer Location: Significant Court Decisions

Difficulty Level: Medium

9. What standard of proof did the U.S. Supreme Court clarify for juvenile court case In Re Winship?

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Knowledge

Answer Location: Significant Court Decisions

Difficulty Level: Easy

10. Explain the rationale of the U.S. Supreme Court in forbidding the imposition of life without possibility of parole sentences for nonhomicidal offenses.

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Comprehension

Answer Location: Significant Court Decisions

Difficulty Level: Medium

Essay

1. Review some of the major provisions of the Illinois Juvenile Court Act.

Learning Objective: 15-1: Describe the early treatment of juveniles and history of our juvenile justice system, which includes houses of refuge, reformatories, and the first juvenile court, created in Illinois.

Cognitive Domain: Comprehension

Answer Location: History of Juvenile Justice

Difficulty Level: Medium

2. Describe some of the major correlates to juvenile offending.

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive Domain: Comprehension

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Medium

3. Distinguish some of the differences between the adult and juvenile courts, and explain why those differences exist.

Learning Objective: 15-2: Explain the unique philosophy, principles, and goals underlying the treatment of youthful offenders by the juvenile court system.

Cognitive Domain: Analysis

Answer Location: Unique Philosophy, Principles, and Goals

Difficulty Level: Medium

4. Explain the rationale behind the trend for prosecuting juveniles in the adult criminal justice system.

Learning Objective: 15-3: Review the process and flow of cases through the juvenile justice system.

Cognitive Domain: Analysis

Answer Location: Case Flow of the Juvenile Justice Process

Difficulty Level: Medium

5. Explain some of the due process rights that have been extended to juveniles as a result of U.S. Supreme Court decisions.

Learning Objective: 15-7: Delineate the due process and other major rights of juveniles as set forth by the U.S. Supreme Court.

Cognitive Domain: Comprehension

Answer Location: Significant Court Decisions

Difficulty Level: Medium

Document Information

Document Type:
DOCX
Chapter Number:
15
Created Date:
Aug 21, 2025
Chapter Name:
Chapter 15 Juvenile Justice Philosophy, Law, And Practices
Author:
Kenneth J. Peak

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