Juvenile Justice System Full Test Bank Chapter 2 1st Edition - Juvenile Delinquency 1st Edition Test Bank by Christopher A. Mallett. DOCX document preview.
Chapter 2: The History of Juvenile Justice and Today’s Juvenile Courts
Test Bank
Multiple Choice
1. Which of the following were locked one-room buildings that housed many types of people with many different problems?
A. Houses of Refuge
B. reformatories
C. almshouses
D. youth schools
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
2. Prior to the establishment of today’s juvenile justice system, troubled children were offered intervention efforts focused on ______.
A. delinquency prevention
B. family control
C. rehabilitative strategies
D. incapacitation
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
3. During the later 1700s, the ______ was responsible for control of children.
A. community
B. family
C. justice system
D. peer structure
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
4. During the later 1700s, when youths were in need of control, the most common response by the community was to remove children from the family and place them in ______.
A. other families
B. almshouses
C. reform schools
D. community houses
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
5. In the later 1700s, many children were ______, becoming indentured servants for the new family as a form of social control for troubled children.
A. rebound
B. bound out
C. bound in
D. debound
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
6. During the 1800s, many of the reformers supporting the establishment and expansion of the Houses of Refuge were ______.
A. wealthy conservatives
B. wealthy liberals
C. poor civil servants
D. poor moderates
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
7. Which of the following is a factor that led to the creation of the Houses of Refuge in the 1800s?
A. rural growth in the Northeast
B. economic prosperity
C. increased immigration
D. legal decisions
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
8. Which of the following philosophies supported the work of the Houses of Refuges to serve the best interests of the children?
A. parens patriae
B. in loco parentis
C. e pluribus parentis
D. in parentis absentia
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
9. ______ incorporated education along with efforts to reform youth.
A. Almhouses
B. Houses of Refuge
C. Penitentiaries
D. Day schools
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
10. The city of ______ established the separate House of Refuge for Colored Juvenile Delinquents in 1849, alongside its original House of Refuge for Whites only.
A. New York
B. Chicago
C. Philadelphia
D. Atlanta
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Medium
11. The ______ were fortress-like and utilized punitive environments, corporal punishments, and solitary confinement to control youths.
A. almhouses
B. Houses of Refuge
C. penitentiaries
D. reform schools
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
12. The ______ philosophy continued to guide the reformers from the Houses of Refuge through reform efforts and the eventual establishment of the juvenile courts.
A. parens patriae
B. in loco parentis
C. e pluribus parentis
D. in parentis absentia
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
13. The ______ Movement was focused on the urban poor, trying to keep children sheltered, fed, and when possible and old enough, employed.
A. Child-Saving
B. Child-Reformation
C. Child-Poverty
D. Child-Welfare
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1850–1890: The Child-Saving Movement
Difficulty Level: Easy
14. Which of the following was an early organization during the reform movement of the mid to late 1800s?
A. Children’s Aid Society
B. Refuge Association
C. Institute for Child Welfare
D. Children’s Bureau
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1850–1890: The Child-Saving Movement
Difficulty Level: Medium
15. Which of the following were designed as small, rural, cottage-like homes run by parental figures who worked to educate and care for youth?
A. almhouses
B. Houses of Refuge
C. penitentiaries
D. reform schools
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1850–1890: The Child-Saving Movement
Difficulty Level: Easy
16. Which of the following refers to the process by which impoverished and troubled youths from urban east coast cities were rounded up, boarded on trains, and sent to western states?
A. rounding out
B. bounding out
C. placing out
D. shipping out
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1850–1890: The Child-Saving Movement
Difficulty Level: Easy
17. While the efforts of the mid to late 1800s tried to improve the lives of wayward children, all legal matters continued to be handled by the ______, achieving haphazard outcome in decreasing delinquency or offending behaviors across communities.
A. adult civil courts
B. adult criminal courts
C. family magistrate courts
D. juvenile courts
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1850–1890: The Child-Saving Movement
Difficulty Level: Medium
18. The nation’s first juvenile court was established in which of the following cities?
A. New York
B. Chicago
C. Minneapolis
D. Los Angeles
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1899 to 1920: Establishment of the Juvenile Courts
Difficulty Level: Medium
19. Which of the following is true of the first juvenile court proceedings?
A. They included public hearings.
B. They included jury trials for youths.
C. They were focused on punishing youths.
D. They kept information youths confidential.
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1899 to 1920: Establishment of the Juvenile Courts
Difficulty Level: Medium
20. During the first part of the 20th century, states began to ______.
A. define delinquency
B. criminalize delinquency
C. weaken child labor laws
D. get tough on delinquency
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1899 to 1920: Establishment of the Juvenile Courts
Difficulty Level: Medium
21. Early juvenile courts treated delinquency as a ______.
A. nuisance offense
B. social problem
C. criminal offense
D. normal part of growing up
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1899 to 1920: Establishment of the Juvenile Courts
Difficulty Level: Medium
22. The incarceration facilities of the early to mid 20th century were ______.
A. often underutilized
B. focused on rehabilitation of youth
C. designed to look like summer camps
D. substandard
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1920–1960: Institutionalization of Youthful Offenders
Difficulty Level: Medium
23. Which of the following is the force that drove the changes to the juvenile justice system in the 1960s and 1970s?
A. the weaker federal government role
B. states’ increased use of incarceration facilities
C. the establishment of youthful offender due process rights
D. legislatively mandated changes
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1960–1980: Juvenile Justice and Individual Rights
Difficulty Level: Hard
24. Between the 1960s and the 1980s, juvenile court dockets were expanded to include which of the following?
A. violent crimes
B. serious crimes
C. child welfare issues
D. racial issues
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1960–1980: Juvenile Justice and Individual Rights
Difficulty Level: Medium
25. The first federal grant-making law for juvenile justice was the ______ of 1974.
A. Juvenile Justice Funding Initiative
B. Juvenile Justice and Delinquency Prevention Act
C. Delinquency Financial Act
D. Preventive Justice Provision
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1960–1980: Juvenile Justice and Individual Rights
Difficulty Level: Medium
26. Between 1960 and 1980, some states pursued ______.
A. greater use of large-scale incarceration of youth
B. shifting responsibility for young offenders to the federal system
C. use of smaller, community home environments
D. exoneration of youthful offenders
Learning Objective: 2-3: Identify the major state level reforms occurring across the juvenile justice system today and describe how and why today’s juvenile courts are at distinct and different stages of reform across the country.
Cognitive Domain: Knowledge
Answer Location: 1960–1980: Juvenile Justice and Individual Rights
Difficulty Level: Medium
27. Some states pursued shifting their large-scale and often poorly maintained correctional facilities toward smaller, community home-type environments. This movement was influenced by the broader deinstitutionalization of state ______.
A. psychiatric facilities
B. workhouses
C. reform schools
D. halfway houses
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1960–1980: Juvenile Justice and Individual Rights
Difficulty Level: Medium
28. During the 1960s through the 1970s significant changes were made within the juvenile justice system, driven by three primary forces: a stronger federal government role, depopulating the overcrowded juvenile correction facilities, and U.S. Supreme Court Decisions establishing youthful offender rights in juvenile proceedings, and ______.
A. a more violent image of juvenile offenders
B. a narrower definition of juvenile courts’ jurisdiction
C. state reform efforts
D. overwhelming public opinion favoring a get tough approach
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1960–1980: Juvenile Justice and Individual Rights
Difficulty Level: Easy
29. Which of the following was true of juvenile justice immediately prior to the Gault decision?
A. Adults and juveniles were treated differently in the court system.
B. Due process rights were a major consideration in proceedings.
C. Juveniles were treated well by the juvenile justice system.
D. The social welfare approach was seen as doing little to affect juvenile crime.
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1960–1980: Juvenile Justice and Individual Rights
Difficulty Level: Medium
30. The intention of the court in the case of In re Gault was to ______.
A. balance the powers of the juvenile court
B. increase the effectiveness of the juvenile court
C. insure that youthful offenders are treated harshly
D. deinstitutionalize youthful offenders
Learning Objective: 2-3: Identify the major state level reforms occurring across the juvenile justice system today and describe how and why today’s juvenile courts are at distinct and different stages of reform across the country.
Cognitive Domain: Knowledge
Answer Location: 1960–1980: Juvenile Justice and Individual Rights
Difficulty Level: Medium
31. Following the Gault decision, the new focus on due process resulted in a juvenile justice system that is oriented toward ______ as a means of addressing delinquency.
A. rehabilitation
B. deterrence
C. incapacitation
D. retribution
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1960–1980: Juvenile Justice and Individual Rights
Difficulty Level: Medium
32. During the 1970s, there developed the incorrect belief that ______ in regard to rehabilitating youthful offenders.
A. nothing worked
B. treatment worked
C. expensive programs worked
D. tough love programs worked
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1960–1980: Juvenile Justice and Individual Rights
Difficulty Level: Medium
33. During the 1980s and 1990s, juvenile justice philosophy shifted toward a(n) ______.
A. more lenient approach
B. law and order approach
C. economic approach
D. rehabilitative approach
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Comprehension
Answer Location: The 1990s: “Tough on Crime”
Difficulty Level: Medium
34. Which drug is associated with the juvenile crime problem of the 1980s?
A. LSD
B. marijuana
C. methamphetamine
D. crack cocaine
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Comprehension
Answer Location: The 1990s: “Tough on Crime”
Difficulty Level: Medium
35. From the juvenile crime problem of the 1980s emerged the image of a new criminal, the ______ class of youthful offender.
A. vicious
B. unchangeable
C. super-predator
D. incorrigible
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Comprehension
Answer Location: The 1990s: “Tough on Crime”
Difficulty Level: Medium
36. Which of the following lowered the age for adult prosecution from 15 to 13 for certain federal offenses and funded military style boot camps?
A. Juvenile Justice and Delinquency Prevention Act
B. Violent Crime Control and Law Enforcement Act
C. Gun-Free Schools Act
D. Juvenile Justice Initiative Act
Learning Objective: 2-4: Explain how recent juvenile justice system changes have been impacted by federal policies.
Cognitive Domain: Comprehension
Answer Location: The 1990s: “Tough on Crime”
Difficulty Level: Medium
37. Which of the following is an effort by the MacArthur Foundation to reform the juvenile justice system?
A. Models for Change
B. Juvenile Detention Alternatives Initiative
C. Move to Protect the Due Process of Youths
D. Justice for Youthful Offenders
Learning Objective: 2-3: Identify the major state level reforms occurring across the juvenile justice system today and describe how and why today’s juvenile courts are at distinct and different stages of reform across the country.
Cognitive Domain: Knowledge
Answer Location: State Trends
Difficulty Level: Hard
38. Which of the following is an initiative working to decrease the use of detention through collaboration across adolescent caring systems, builds community-based rehabilitation alternatives, and utilizes data from juvenile courts to direct decision making?
A. Models for Change
B. Juvenile Detention Alternatives Initiative
C. Move to Protect the Due Process of Youths
D. Justice for Youthful Offenders
Learning Objective: 2-3: Identify the major state level reforms occurring across the juvenile justice system today and describe how and why today’s juvenile courts are at distinct and different stages of reform across the country.
Cognitive Domain: Knowledge
Answer Location: State Trends
Difficulty Level: Hard
39. Since 2002, the U.S. Supreme Court has relied on ______ for evidence that youths and adults are different.
A. economics
B. philosophical arguments
C. brain science
D. legal precedents
Learning Objective: 2-4: Explain how recent juvenile justice system changes have been impacted by federal policies.
Cognitive Domain: Knowledge
Answer Location: Federal Trends
Difficulty Level: Medium
True/False
1. The juvenile justice system has a long history of shifting paradigms from rehabilitation to punishing those considered wayward, troubled, or delinquent children.
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Easy
2. Houses of Refuge were the first institutions to provide separate facilities for children, apart from adult offenders and workhouses.
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1750 to 1850: From Almshouses to Houses of Refuge
Difficulty Level: Easy
3. Well into the 1800s, legal matters concerning children were handled by the adult civil courts.
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1850–1890: The Child-Saving Movement
Difficulty Level: Medium
4. Reform schools were mostly located in southern and western states.
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1850–1890: The Child-Saving Movement
Difficulty Level: Medium
5. Reform schools were a major improvement over earlier attempts to manage and rehabilitate youths.
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1850–1890: The Child-Saving Movement
Difficulty Level: Medium
6. Child labor laws limiting work and promoting mandatory attendance were established during the first part of the 20th century.
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1850–1890: The Child-Saving Movement
Difficulty Level: Medium
7. Early juvenile courts did not rely on outside advisors (e.g., psychologists, social workers, etc.) to guide decision-making.
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: 1899 to 1920: Establishment of the Juvenile Courts
Difficulty Level: Easy
8. The reform schools of the late 1800s were primarily used by Black youth.
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1850–1890: The Child-Saving Movement
Difficulty Level: Easy
9. The significant expansion and commitment of youthful offenders in incarceration facilities during the early years of the 20th century was consistent with the original philosophy of the first juvenile court.
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1920–1960: Institutionalization of Youthful Offenders
Difficulty Level: Medium
10. During the early to mid 20th century, alternatives to incarceration of youths were widely implemented across the country.
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Knowledge
Answer Location: 1920–1960: Institutionalization of Youthful Offenders
Difficulty Level: Medium
11. Following the Gault decision, the juvenile justice system became more like the criminal justice system in regard to its focus.
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Comprehension
Answer Location: 1960–1980: Juvenile Justice and Individual Rights
Difficulty Level: Medium
12. Beginning in 1985, there was a growing crime problem in the youthful offender population in many states.
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Knowledge
Answer Location: The 1990s: “Tough on Crime”
Difficulty Level: Medium
13. During the tough on crime juvenile justice era, a number of states revised their transfer and waiver criteria laws to make it easier to waive a juvenile to adult court.
Learning Objective: 2-3: Identify the major state level reforms occurring across the juvenile justice system today and describe how and why today’s juvenile courts are at distinct and different stages of reform across the country.
Cognitive Domain: Knowledge
Answer Location: State Trends
Difficulty Level: Medium
14. One of the most active independent foundations in seeking juvenile justice reform is the Carnegie Foundation.
Learning Objective: 2-3: Identify the major state level reforms occurring across the juvenile justice system today and describe how and why today’s juvenile courts are at distinct and different stages of reform across the country.
Cognitive Domain: Knowledge
Answer Location: State Trends
Difficulty Level: Medium
15. In 2016, the Obama Administration banned the use of solitary confinement for youthful offenders being held in adult federal prisons.
Learning Objective: 2-4: Explain how recent juvenile justice system changes have been impacted by federal policies.
Cognitive Domain: Knowledge
Answer Location: Federal Trends
Difficulty Level: Medium
Essay
1. Discuss the creation of the first juvenile court in America. When and where was the court established? What were its guiding principles? What did the first juvenile court proceedings look like? How was it different from any prior court that handled children’s issues?
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Analysis
Answer Location: 1850–1890: The Child-Saving Movement
Difficulty Level: Hard
2. Identify and discuss the various eras in the evolution of the juvenile justice system. When did each era occur? What was the focus of each era?
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Analysis
Answer Location: Juvenile Justice: Cycles of Rehabilitation and Punishment
Difficulty Level: Hard
3. Discuss the various state reform initiatives. How do these various initiatives contribute to a juvenile justice system that varies from state to state?
Learning Objective: 2-3: Identify the major state level reforms occurring across the juvenile justice system today and describe how and why today’s juvenile courts are at distinct and different stages of reform across the country.
Cognitive Domain: Analysis
Answer Location: State Trends
Difficulty Level: Medium
4. Discuss the development of the concept of a super-predator class of adolescent offender. What lead to the development of this new class of offender? Were the predictions about the super-predators justified? How did the concept of a super-predator class of youthful offender impact juvenile justice systems in the United States.?
Learning Objective: 2-2: Discuss how the distinct historical shifts set the stage for the more recent “tough-on-crime” approach to juvenile justice and today’s reform-focused efforts.
Cognitive Domain: Analysis
Answer Location: The 1990s: “Tough on Crime”
Difficulty Level: Hard
5. Compare and contrast the almhouses, Houses of Refuge, and reform schools. How are they similar? How are they different?
Learning Objective: 2-1: Identify how the history of juvenile justice in the United States has been a series of distinct stages, some emphasizing reform and others focusing on punishment of young people.
Cognitive Domain: Analysis
Answer Location: Juvenile Justice: Cycles of Rehabilitation and Punishment
Difficulty Level: Hard
Document Information
Connected Book
Juvenile Delinquency 1st Edition Test Bank
By Christopher A. Mallett