Atlantic International University Juvenile Delinquents & Delinquent Behaviors HW Juvenile Delinquents
Juvenile delinquency is defined by Smith (2008) as a “single or multiple acts of violence that violate the law by persons who are minors, generally under the age of 18” (p.3). The author also described the distinctions between antisocial and delinquent behavior, straining that antisocial behavior relates to a series of pattern behaviors that have “transgressions against the social norm” (Smith, 2008).
Statistically speaking, Henggeler and Sohoenwald (2011) report a shocking 1,000,000 American adolescents are processed through the juvenile courts annually. Following the statistical data provided by the National Center for Juvenile Justice (2020), an estimated 744,451 juveniles were evaluated through the juvenile court system between ages 12 and 17. Furthermore, Sickmund et al. (2020) analyzed the demographics to be represented primarily by white (326,900), male (541,700), individuals between then ages 13 to 15, in 2018. Interestingly, an estimated 417,500 were considered as “minority” out of N= 744,500, approximately 57% of the sample. Important to admit, the data represents the lowest rates of juvenile delinquency since 1985. The highest rate was reported in 1997, with a total of 1,858,700 case representations with a minority sample of 603,000 individuals, with the same representative group of ages between 13 to 15 (Sickmund et al., 2020).
These statistical reports support the theoretical research stand of Tremblay and LeMarquand (2001) stated that the risk factor of aggression, initially present at age 13, is an indicator of delinquent behavior to be present in later ages. As described by Shader (n.d), risk factors and risk factor assessment determine the impact of an individual in a society based on three main areas individual, social, and community. These can be subdivided into life events, experiences, mental and medical issues, institutional influences, and resources available to mitigate harm.
Scenario Application
The scenario provided in the course is as follows:
“You have been asked to conduct an interview with a juvenile who has threatened a school community. The authorities are unfamiliar with the juvenile in question and have little to offer on his background or family.”
Juvenile interviewing
In the process of interviewing the juvenile, as suggested by Dr. Westlake on the Laureate Education (2016) video, it’s imperative to discuss informed consent. Additionally, it is crucial to understand the local status, laws, ethical guidelines, and mandatory requirements when working with juveniles, applicable in the state where the service is being provided. Dr. Westlake
Other practicable considerations based on Dr. Westlake’s practices that can be applied in an interview setting include:
Nonverbal language
Language (simplified)
Understand court needs (professionals involved)
Read reports
Psychoeducation testing results
School reports
Safety assessment and precautions appropriate to knowledge known (safety plan of working with juvenile)
Understand the environment and placement of youth versus clinician (door accessibility, body positioning, tools available in the room, limit items)
Assess rules and facility to be performing the interview
In the application of the specified scenario, I would also consider contacting friends, family members, or acquaintances of the juvenile to receive information that could help in navigating rapport with the individual. Additionally, I would assess the presence of police on site, not necessarily around the juvenile, in case an emergency requires immediate intervention. As a forensic psychology professional, I would attempt to seek tools to measure risks and identify indicators of possible violent outcomes. Halikas (2004) suggests the school-based risk assessment (SBRA) as a tool that allows for inductive and deductive risk evaluation in school communities. Dr. Frazer (2017) indicates eight different warning behaviors that offer a structured guide to explore the juvenile’s motivations and possible outcomes associated with the behavior. (Please refer to attached image).
Image: (Frazer, 2017)
Techniques for rapport and interviewing
According to the American Bar Association Juvenile Justice Center (2000), training curriculum professionals working with juveniles in the judicial system are to be trained and aware of the differences between adult and juvenile delinquency. In this scenario, an event has not occurred indicative of crime; therefore, the professional role in pursuing is one of prevention and assessment.
Some suggestions that could aid the process of interviewing and implementing strategies to establish rapport may include (American Bar Association Juvenile Justice Center, 2000):
Motivational interviewing
Demonstrate a genuine interest in juvenile’s experience
Initiate a non-threatening conversation
Recognize strengths
Identify common interests that could sustain a conversation with the juvenile
Utilize “pacing” as a reciprocal exchange
Allow juvenile to ask questions
Questions
How can you describe your frustration with school today?
If you could control today’s outcome, what could you wish to see happen?
What do you consider to be your strengths?
Do you have a person who you trust?
What is the emotion that you experience the most at home and school?
When you feel scared or angry, what do you usually do to feel better?
What is your opinion on violence?
Implementing the following questions could allow us to explore emotional regulation skills, safety planning, patterns of behavior when experiencing stressful events and abilities that could aid in the process of profiling the juvenile’s motivations and risk factors associated with the threat.
References
American Bar Association Juvenile Justice Center. (2000). TALKING TO TEENS IN THE JUSTICE SYSTEM: Strategies for Interviewing Adolescent Defendants, Witnesses, and Victims. Retrieved from: https://www.sog.unc.edu/sites/www.sog.unc.edu/files/course_materials/maca2.pdf
Frazer, E. (2017). School Threat Assessment-Research Informed Procedures. ConnCASE Leadership Conference. Retrieved from: http://www.conncase.org/Customer-Content/WWW/CMS/files/School_Threat_Assessment_ConnCase_OCT_2017.pdf
Halikias, W. (2004). School-Based Risk Assessments: A Conceptual Framework and Model for Professional Practice. Professional Psychology: Research and Practice, 35(6), 598–607. https://doi-org.ezp.waldenulibrary.org/10.1037/073…
Henggeler, S. W., & Sohoenwald, S. K. (2011). Evidence-Based Interventions for Juvenile Offenders and Juvenile Justice Policies that Support Them. Social Policy Report, 25(1), 1–20. https://doi-org.ezp.waldenulibrary.org/10.1037/e63…
Lambie, I., & Randell, I. (2013). The impact of incarceration on juvenile offenders. Clinical Psychology Review, 33(3), 448–459. https://doi-org.ezp.waldenulibrary.org/10.1016/j.c…
Laureate Education (Producer). (2016i). Visiting lecturer: Laurie Westlake [Video file]. Baltimore, MD: Author.
National Center for Juvenile Justice. (2020). National Juvenile Court Data Archive: Juvenile court case records 1985-2018 [machine-readable data files]. Pittsburgh, PA: NCJJ [producer].
OJJDP Statistical Briefing Book. ().Juvenile Online. Available:
http://www.ojjdp.gov/ojstatbb/crime/JAR_Display.asp?ID=qa05200&selOffenses=1. October 31, 2019.
Shader, M. (n.d). Risk factor for delinquency: An overview. Retrieved from: https://www.ncjrs.gov/pdffiles1/ojjdp/frd030127.pdf
Sickmund, M., Sladky, A., and Kang, W. (2020). “Easy Access to Juvenile Court Statistics: 1985-2018” Online. Available: https://www.ojjdp.gov/ojstatbb/ezajcs/
Smith, C. A. (2008). Juvenile Delinquency: An Introduction. Prevention Researcher, 15(1), 3–7.
Tremblay, R.E., and LeMarquand, D. (2001). Individual risk and protective factors. In Child Delinquents: Development, Intervention, and Service Needs edited by R. Loeber and D.P. Farrington. Thousand Oaks, CA: Sage Publications, pp. 137–164.
Juvenile Delinquents
Juvenile delinquency is defined by Smith (2008) as a “single or multiple acts of violence that violate the law by persons who are minors, generally under the age of 18” (p.3). The author also described the distinctions between antisocial and delinquent behavior, straining that antisocial behavior relates to a series of pattern behaviors that have “transgressions against the social norm” (Smith, 2008).
Statistically speaking, Henggeler and Sohoenwald (2011) report a shocking 1,000,000 American adolescents are processed through the juvenile courts annually. Following the statistical data provided by the National Center for Juvenile Justice (2020), an estimated 744,451 juveniles were evaluated through the juvenile court system between ages 12 and 17. Furthermore, Sickmund et al. (2020) analyzed the demographics to be represented primarily by white (326,900), male (541,700), individuals between then ages 13 to 15, in 2018. Interestingly, an estimated 417,500 were considered as “minority” out of N= 744,500, approximately 57% of the sample. Important to admit, the data represents the lowest rates of juvenile delinquency since 1985. The highest rate was reported in 1997, with a total of 1,858,700 case representations with a minority sample of 603,000 individuals, with the same representative group of ages between 13 to 15 (Sickmund et al., 2020).
These statistical reports support the theoretical research stand of Tremblay and LeMarquand (2001) stated that the risk factor of aggression, initially present at age 13, is an indicator of delinquent behavior to be present in later ages. As described by Shader (n.d), risk factors and risk factor assessment determine the impact of an individual in a society based on three main areas individual, social, and community. These can be subdivided into life events, experiences, mental and medical issues, institutional influences, and resources available to mitigate harm.
Scenario Application
The scenario provided in the course is as follows:
“You have been asked to conduct an interview with a juvenile who has threatened a school community. The authorities are unfamiliar with the juvenile in question and have little to offer on his background or family.”
Juvenile interviewing
In the process of interviewing the juvenile, as suggested by Dr. Westlake on the Laureate Education (2016) video, it’s imperative to discuss informed consent. Additionally, it is crucial to understand the local status, laws, ethical guidelines, and mandatory requirements when working with juveniles, applicable in the state where the service is being provided. Dr. Westlake
Other practicable considerations based on Dr. Westlake’s practices that can be applied in an interview setting include:
Nonverbal language
Language (simplified)
Understand court needs (professionals involved)
Read reports
Psychoeducation testing results
School reports
Safety assessment and precautions appropriate to knowledge known (safety plan of working with juvenile)
Understand the environment and placement of youth versus clinician (door accessibility, body positioning, tools available in the room, limit items)
Assess rules and facility to be performing the interview
In the application of the specified scenario, I would also consider contacting friends, family members, or acquaintances of the juvenile to receive information that could help in navigating rapport with the individual. Additionally, I would assess the presence of police on site, not necessarily around the juvenile, in case an emergency requires immediate intervention. As a forensic psychology professional, I would attempt to seek tools to measure risks and identify indicators of possible violent outcomes. Halikas (2004) suggests the school-based risk assessment (SBRA) as a tool that allows for inductive and deductive risk evaluation in school communities. Dr. Frazer (2017) indicates eight different warning behaviors that offer a structured guide to explore the juvenile’s motivations and possible outcomes associated with the behavior. (Please refer to attached image).
Image: (Frazer, 2017)
Techniques for rapport and interviewing
According to the American Bar Association Juvenile Justice Center (2000), training curriculum professionals working with juveniles in the judicial system are to be trained and aware of the differences between adult and juvenile delinquency. In this scenario, an event has not occurred indicative of crime; therefore, the professional role in pursuing is one of prevention and assessment.
Some suggestions that could aid the process of interviewing and implementing strategies to establish rapport may include (American Bar Association Juvenile Justice Center, 2000):
Motivational interviewing
Demonstrate a genuine interest in juvenile’s experience
Initiate a non-threatening conversation
Recognize strengths
Identify common interests that could sustain a conversation with the juvenile
Utilize “pacing” as a reciprocal exchange
Allow juvenile to ask questions
Questions
How can you describe your frustration with school today?
If you could control today’s outcome, what could you wish to see happen?
What do you consider to be your strengths?
Do you have a person who you trust?
What is the emotion that you experience the most at home and school?
When you feel scared or angry, what do you usually do to feel better?
What is your opinion on violence?
Implementing the following questions could allow us to explore emotional regulation skills, safety planning, patterns of behavior when experiencing stressful events and abilities that could aid in the process of profiling the juvenile’s motivations and risk factors associated with the threat.
References
American Bar Association Juvenile Justice Center. (2000). TALKING TO TEENS IN THE JUSTICE SYSTEM: Strategies for Interviewing Adolescent Defendants, Witnesses, and Victims. Retrieved from: https://www.sog.unc.edu/sites/www.sog.unc.edu/files/course_materials/maca2.pdf
Frazer, E. (2017). School Threat Assessment-Research Informed Procedures. ConnCASE Leadership Conference. Retrieved from: http://www.conncase.org/Customer-Content/WWW/CMS/files/School_Threat_Assessment_ConnCase_OCT_2017.pdf
Halikias, W. (2004). School-Based Risk Assessments: A Conceptual Framework and Model for Professional Practice. Professional Psychology: Research and Practice, 35(6), 598–607. https://doi-org.ezp.waldenulibrary.org/10.1037/073…
Henggeler, S. W., & Sohoenwald, S. K. (2011). Evidence-Based Interventions for Juvenile Offenders and Juvenile Justice Policies that Support Them. Social Policy Report, 25(1), 1–20. https://doi-org.ezp.waldenulibrary.org/10.1037/e63…
Lambie, I., & Randell, I. (2013). The impact of incarceration on juvenile offenders. Clinical Psychology Review, 33(3), 448–459. https://doi-org.ezp.waldenulibrary.org/10.1016/j.c…
Laureate Education (Producer). (2016i). Visiting lecturer: Laurie Westlake [Video file]. Baltimore, MD: Author.
National Center for Juvenile Justice. (2020). National Juvenile Court Data Archive: Juvenile court case records 1985-2018 [machine-readable data files]. Pittsburgh, PA: NCJJ [producer].
OJJDP Statistical Briefing Book. ().Juvenile Online. Available:
http://www.ojjdp.gov/ojstatbb/crime/JAR_Display.asp?ID=qa05200&selOffenses=1. October 31, 2019.
Shader, M. (n.d). Risk factor for delinquency: An overview. Retrieved from: https://www.ncjrs.gov/pdffiles1/ojjdp/frd030127.pdf
Sickmund, M., Sladky, A., and Kang, W. (2020). “Easy Access to Juvenile Court Statistics: 1985-2018” Online. Available: https://www.ojjdp.gov/ojstatbb/ezajcs/
Smith, C. A. (2008). Juvenile Delinquency: An Introduction. Prevention Researcher, 15(1), 3–7.
Tremblay, R.E., and LeMarquand, D. (2001). Individual risk and protective factors. In Child Delinquents: Development, Intervention, and Service Needs edited by R. Loeber and D.P. Farrington. Thousand Oaks, CA: Sage Publications, pp. 137–164.