Test Bank Answers Chapter 17 Juveniles And Corrections

Chapter 17: Juveniles and Corrections

Test Bank

Multiple Choice

1. The juvenile justice system falls under ______ law.

a. criminal

b. civil

c. administrative

d. corporate

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Medium

2. If adult offenders commit a crime, they are referred to as a criminal, but if they are a minor, they are ______.

a. delinquent

b. aberrant

c. felonious

d. criminal

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

3. Offenses applying to only juveniles are referred to as:

a. youthful offenses

b. standing offenses

c. status offenses

d. conditional offenses

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

4. The type of juvenile offenses that consumes an inordinate amount of court time and resources is:

a. status offenses

b. violent offenses

c. drug offenses

d. sexual offenses

Learning Objective: 17-1: Describe 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. 26%

d. 34%

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: The Extent of Delinquency

Difficulty Level: Easy

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

a. model citizens

b. psychotic

c. abnormal

d. common

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: The Extent of Delinquency

Difficulty Level: Easy

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

a. the adolescent brain.

b. the adult brain.

c. adult behavior.

d. an elderly person.

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Comprehension

Answer Location: Neuroscience Research

Difficulty Level: Easy

8. Approximately 15% of arrests for ______ are attributable to juveniles.

a. rape

b. murder

c. burglary

d. property

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: The Extent of Delinquency

Difficulty Level: Easy

9. Adolescents’ sensitivities to rewards are different than adults, prompting them to seek ______ levels of novelty.

a. lower

b. sporadic

c. higher

d. relaxing

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Knowledge

Answer Location: Neuroscience Research

Difficulty Level: Easy

10. Even as recent 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: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

11. Which of the following are types of juvenile waivers?

a. judicial waiver

b. prosecutorial waiver

c. statutory waiver

d. all of these

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Application

Answer Location: Juveniles Waived to Criminal Court

Difficulty Level: Easy

12. Parens Patriae gave the state the right to intercede on behalf of:

a. children and parents

b. the elderly and their care givers

c. the mentally ill and institutions

d. drug addicts and their sponsors

Learning Objective: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

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

a. smoking

b. drinking

c. skipping school

d. all of these

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Application

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Medium

14. Children without parents are assigned to foster families through a system known as:

a. renewed familial support

b. parens patriae

c. bridewells

d. binding out

Learning Objective: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

15. The creation of workhouses was spawned by the concern over:

a. juvenile vagrancy

b. juvenile assault

c. violent sex offenses

d. lack of supervision

Learning Objective: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

16. The primary purpose of workhouses was to:

a. punish offenders.

b. instill work ethic.

c. remove dangerous persons from the streets.

d. profit from the labors of the incarcerated.

Learning Objective: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

17. ______ of juvenile cases nationwide are waived to criminal court.

a. 1%

b. 3%

c. 5%

d. 10%

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Juveniles Waived to Criminal Court

Difficulty Level: Easy

18. Wilderness treatment programs have been found to have what effect on recidivism?

a. Generally increase recidivism rates in most circumstances.

b. Generally decrease recidivism rates in most circumstances.

c. Increase recidivism rates in comparison to boot camps, but decrease rates in all other instances.

d. Decrease recidivism rates in comparison to boot camps, but increase rates in all other instances.

Learning Objective: 17-5: Identify community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Residential and Institutional Juvenile Corrections

Difficulty Level: Easy

19. 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: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Juveniles Waived to Criminal Court

Difficulty Level: Easy

20. 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: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Juveniles Waived to Criminal Court

Difficulty Level: Easy

21. A ______ involves waivers set by state legislatures.

a. Parental waiver

b. Judicial waiver

c. Prosecutorial discretion

d. Statutory exclusion

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Juveniles Waived to Criminal Court

Difficulty Level: Easy

22. Which of the following are constitutional due process rights granted to juveniles?

a. the right to proper notification of changes.

b. the right to legal counsel.

c. the right to appellate review.

d. all of these

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Application

Answer Location: Extending Due Process to Juveniles

Difficulty Level: Medium

23. Which of the following are part of the three-pronged goal of the juvenile justice system?

a. providing treatment

b. securing restitution

c. protecting the parents

d. providing transparency

Learning Objective: 17-5: Identify community and institutional juvenile corrections practices.

Cognitive Domain: Application

Answer Location: Juvenile Community Corrections

Difficulty Level: Easy

24. Deferred adjudication is:

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

b. when sentencing is delayed pending good behavior.

c. when a juvenile justice trial goes into extended recess.

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

Learning Objective: 17-5: Identify community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Juvenile Community Corrections

Difficulty Level: Easy

25. Every action that is primarily oriented toward justice by repairing the harm that has been caused by a criminal act is referred to as:

a. balanced approach

b. judicial waivers

c. community service orders

d. restorative justice

Learning Objective: 17-5: Identify community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Intensive Probation

Difficulty Level: Easy

26. 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: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Application

Answer Location: Extending Due Process to Juveniles

Difficulty Level: Easy

27. 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: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Application

Answer Location: Extending Due Process to Juveniles

Difficulty Level: Easy

28. 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: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Application

Answer Location: Extending Due Process to Juveniles

Difficulty Level: Easy

29. 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: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Application

Answer Location: Extending Due Process to Juveniles

Difficulty Level: Easy

30. 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: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Application

Answer Location: Extending Due Process to Juveniles

Difficulty Level: Easy

31. Christopher regularly disobeys his parents and was recently caught smoking and drinking by a police officer. Christopher has committed which of the following offenses?

a. status offense

b. drug offense

c. violent offense

d. property offense

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Application

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Medium

32. The drop in the black _____ rate is noteworthy.

a. homicide

b. arson

c. robbery

d. burglary

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: The Extent of Delinquency

Difficulty Level: Easy

33. The age-crime curve reflects a sharp increase in offending beginning in

a. late adulthood

b. early adulthood

c. mid-adolescence

d. early adolescence

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Comprehension

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

34. The age-crime curve reflects a peak in

a. late adulthood

b. early adulthood

c. mid-adolescence

d. early adolescence

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Comprehension

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

35. The age-crime curve reflects a steep decline in

a. late adulthood

b. early adulthood

c. mid-adolescence

d. early adolescence

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Comprehension

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

36. Which of the following has been noted “the most important regularity in criminology”?

a. the age-crime curve

b. parens patriae

c. waives

d. the crime rate

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Application

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

37. Life-course persistence (LCP) offenders begin offending

a. prior to puberty

b. early adulthood

c. mid adulthood

d. mid adolescence

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Knowledge

Answer Location: Brain Development

Difficulty Level: Easy

38. Adolescent-limited offenders tent to commit offenses, such as

a. petty theft

b. assault

c. robbery

d. rape

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Knowledge

Answer Location: Brain Development

Difficulty Level: Easy

39. Life-course persistent offenders tent to commit crimes, such as

a. robbery

b. petty theft

c. vandalism

d. jaywalking

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Knowledge

Answer Location: Brain Development

Difficulty Level: Easy

40. The minimum level age of criminal responsibility was define in early English common law as

a. 3

b. 5

c. 7

d. 9

Learning Objective: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Comprehension

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

True/False

1. Juveniles are subject to more laws than adults.

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

2. Status offenses constitute a minority of juvenile offenses.

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

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

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: The Extent of Delinquency

Difficulty Level: Easy

4. Antisocial behavior is abnormal for juveniles.

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: The Extent of Delinquency

Difficulty Level: Easy

5. Juveniles become increasingly more likely to be waived if they are chronic offenders approaching the upper age limit of their juvenile court’s jurisdiction.

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Juveniles Waived to Criminal Court

Difficulty Level: Easy

6. The age-crime curve is formed from the statistical count of the number of known crimes committed in a population over a given period according to age.

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Comprehension

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Easy

7. Up until 300 years ago, the concept of childhood was not recognized.

Learning Objective: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Comprehension

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

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

Learning Objective: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

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

Learning Objective: 17-5: Identify community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Residential and Institutional Juvenile Corrections

Difficulty Level: Easy

10. The greatest success of neuroscience research into the adolescent brain has been the elimination of the juvenile death penalty.

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Knowledge

Answer Location: Neuroscience Research

Difficulty Level: Easy

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

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Knowledge

Answer Location: The Extent of Delinquency

Difficulty Level: Easy

12. Under the principle of parens patriae, however, 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: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

13. The majority of the states use the judicial waver.

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Juveniles Waived to Criminal Court

Difficulty Level: Easy

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

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Extending Due Process to Juveniles

Difficulty Level: Easy

15. There will always be some juveniles who require more extensive supervision and treatment than others.

Learning Objective: 17-5: Identify community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Intensive Probation

Difficulty Level: Easy

16. Prior to 1996, the United States Supreme Court maintained a “hands off policy” with regard to the operation of the juvenile courts.

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Extending Due Process to Juveniles

Difficulty Level: Easy

17. By 1945, every state in the union had established juvenile court systems

Learning Objective: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: The Beginning of Juvenile Courts

Difficulty Level: Easy

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

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Extending Due Process to Juveniles

Difficulty Level: Easy

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

Learning Objective: 17-5: Identify community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Juvenile Community Corrections

Difficulty Level: Easy

20. A predisposition report is analogous to the adult presentence report.

Learning Objective: 17-5: Identify community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Juvenile Community Corrections

Difficulty Level: Easy

Short Answer

1. What are amicus curiae briefs?

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Juveniles and the Death Penalty

Difficulty Level: Easy

2. Describe Parens Patriae.

Learning Objective: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Knowledge

Answer Location: History and Philosophy of Juvenile Justice

Difficulty Level: Easy

3. List and define the various ways that juveniles can be waived.

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Knowledge

Answer Location: Juveniles Waived to Criminal Court

Difficulty Level: Easy

4. Define delinquents.

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Comprehension

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

5. What do CHINS and PINS stand for?

Learning Objective: 17-1: Describe the differences between delinquency and crime.

Cognitive Domain: Comprehension

Answer Location: Introduction: Delinquency and Status Offending

Difficulty Level: Easy

6. What is the age-crime curve?

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Comprehension

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Medium

7. List the three prongs of the balanced approach to corrections?

Learning Objective: 17-5: Identify community and institutional juvenile corrections practices.

Cognitive Domain: Comprehension

Answer Location: Juvenile Community Corrections

Difficulty Level: Easy

8. Define restorative justice.

Learning Objective: 17-5: Identify community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Intensive Probation

Difficulty Level: Easy

9. What types of residential facilities are provided to juveniles?

Learning Objective: 17-5: Identify community and institutional juvenile corrections practices.

Cognitive Domain: Knowledge

Answer Location: Residential and Institutional Juvenile Corrections

Difficulty Level: Easy

10. When do life-course persistent offenders begin offending?

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Comprehension

Answer Location: Brain Development

Difficulty Level: Easy

Essay

1. Discuss the three Supreme Court cases that have dealt with juvenile due process rights.

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Analysis

Answer Location: Various Pages

Difficulty Level: Hard

2. Highlight some of the juvenile terminology that is different from the adult system. Why is this? Do you think the two should be different?

Learning Objective: 17-3: Summarize the history and philosophy of juvenile justice.

Cognitive Domain: Analysis

Answer Location: The Beginning of the Juvenile Courts

Difficulty Level: Hard

3. Discuss what neuroscience has contributed to the understanding of the age crime curve. Include the four key messages highlighted in your book.

Learning Objective: 17-2: Evaluate why we see the age–crime curve in terms of adolescent brain development.

Cognitive Domain: Analysis

Answer Location: The Juvenile Brain and Juvenile Behavior

Difficulty Level: Hard

4. Describe the case that eliminated the death penalty for juveniles, include the courts reasoning.

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Analysis

Answer Location: Juveniles and the Death Penalty

Difficulty Level: Hard

5. Discuss what is meant by the statement, “under the parens patriae philosophy, the child gets the worst of both worlds”. Do you agree?

Learning Objective: 17-4: Discuss the court cases that led to extending due process to juvenile offenders and other key elements of processing juvenile offenders.

Cognitive Domain: Analysis

Answer Location: Extending Due Process to Juveniles

Difficulty Level: Medium