CJSA 1317 - 220H9255 ANDERSON EABAH WeBB

SYLLABUS FOR CJSA 1317 Juvenile Justice System WeBB Learning Course (Live Online Class Sessions + Blackboard Work) Semester Hours Credit: Lecture Hours: 48 Course Dates: 08/10/2020-10/04/2020 Census Date: 08/18/2020 Weekly Online LIVE Class sessions + Weekly Blackboard Discussions & Assignments Instructor: Mary Anderson Instructor’s Location: Bahrain Web Conferencing Used & Name/ID: (TBA) Weekly Virtual Office Hours: (TBA) Instructor Email: quiara21@gmail.com I INTRODUCTION A This course is a study of the juvenile justice process Topics include specialized juvenile laws, role of the juvenile law, role of the juvenile courts, role of police agencies, role of correctional agencies, and theories concerning delinquency B This course is required to meet the curriculum requirements for the Central Texas College of Criminal Justice (CRIJ) associated of applied science degree program II C This course is occupationally related and serves in preparation for careers in Criminal Justice, Law enforcement, and Correction D Prerequisite(s): (None) LEARNING OUTCOMES Upon successful completion of this course, Juvenile Justice System, the student will: A Describe the juvenile law and the role of juvenile law and the role of juvenile courts B Explain the roles of police and correctional agencies concerning delinquency CJSA 1317 4th Ed (05.17) 220H9255 Page of 16 C III Review and contrast the theories of delinquent conduct INSTRUCTIONAL MATERIALS A The instructional materials identified for this course are viewable through http://www.ctcd.edu/academics/booksinstructional-materials/ Required Student Textbook: Juvenile Justice: CJSA 1317 Policies, Programs and Practices B IV Taylor McGraw/Glencoe 4th 2015 9781307011791 References: Champion, Dean J, The Juvenile Justice System: Delinquency, Processing, and the Law, 4th Ed, Upper Saddle River, NJ: Prentice Hall, 2004 Kratocoski, Peter C., Lucille Dunn Dratcoski, Juvenile Delinquency, 5th Ed, Upper Saddle River, NJ: Prentice Hall, 2003 Chesney-Lind, Meda., Randall G Shelden, Girls, Delinquency, and Juvenile Justice, 3rd Ed, Belmont, Ca: Wadsworth, 2003 Shelden, Randall G., Sharon K Tracy, William B Brown, Youth Gangs in American Society, 3rd Ed, Belmont, Ca: Wadsworth, 2003 Clement, Mary, The Juvenile Justice System: Law and Process, 2nd Ed, Woburn, MA: Buttersworth-Heinemann, 2001 Cox, Steven M., John J Conrad, Jennifer M Allen, Juvenile Justice: A Guide to Theory and Practice, 5th Ed, New York, NY: McGraw-Hill, 2003 Siegal, Larry., and Joseph Senna, Juvenile Delinquency, 8th Ed, St Paul, MN: West Pub, 2002 COURSE REQUIREMENTS A Your first responsibility is scholarship The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make B ATTENDANCE: You should attend online class regularly on Central Texas College (CTC) Blackboard Online attendance involves logging into your Blackboard class and participating in scheduled online LIVE class sessions, discussions, submitting assignments, etc Be prepared to also take any unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course Please refer to ‘Class Attendance and Course CJSA 1317 4th Ed (05.17) 220H9255 Page of 16 Progress’ under the Academic Policies section in our current CTC Course Catalog Students who not complete one or more academically related activities (graded or non-graded) by the deadline set by the instructor and/or not participate in class as determined by the instructor will be dropped from the class the day after the class census (certification) date This requirement applies to all instructional delivery methods to include self-paced online classes You MUST sign in and complete a related activity by the following date or you will be dropped for non-attendance: (08/18/2020) C You are encouraged to give your best effort throughout the course From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crashcram policy Your course grade is not determined solely by exam grade Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation D From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups You are expected to read all assignments and fulfill your responsibilities to any group assignment E You are expected to read all assigned material and bring your textbook/reading materials to class Keep informed on all assignments, especially after an absence F Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material G Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations The following are considered examples of scholastic dishonesty: Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor Cheating: Giving or receiving information on examinations Students guilty of scholastic dishonesty will be administratively dropped from the course with a grade of “F” and be subject to disciplinary action, which may include suspension and expulsion CJSA 1317 4th Ed (05.17) 220H9255 Page of 16 H V Special Work: A term paper or other project, per requirements of the instructor, will be required The subject must be appropriate for the course material Check with the instructor when you have made a selection The value is indicated in the semester grade computation and has considerable weight on your final average COURSE FORMAT – WeBB Learning with Live Online Sessions & Blackboard This course has been developed on Blackboard It is the student’s responsibility to make sure that they have access to CTC Blackboard and that they are familiar with the contents and assignments It is also the student’s responsibility to log into CTC Blackboard at least once a week to ‘attend’ the online LIVE class sessions and to participate in the online Blackboard discussions and assignments Failure to so will violate the attendance policy and will have a negative impact on the course grade The course will meet for eight (please adjust to your class schedule) weeks Instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the lecture hours per week Weekly interactions will be available via various communication tools to include Skype, Blackboard Collaborate, Zoom, WhatsApp, etc., and conventional use of emails and Blackboard Message Board Students may be assigned to participate in Groups, Journals, Blogs, or Wikis Students will also have an access to required Discussion Board threads; course Announcements; critiques and feedback on Assignments and drafts of papers Specific weekly interaction will be communicated via Announcements on Blackboard and arranged with the course instructors VI EXAMINATIONS A There will be a minimum of two major examinations and a written paper or project as follows: Mid-term exam on (date) Final exam on (date) Term Paper and/or Term Project (please specify) due on (date) B A student must take all examinations as scheduled by the instructor Students who know in advance that they will be unavailable for an examination, due to valid reasons, must arrange to take an early examination Unexpected absences from class, due to illness or extenuating circumstances will require the student to communicate with the instructor about individual make-up work C Students who miss an exam without communicating the reason or circumstance with the instructor will be given a zero for the missed examination D Examinations will consist of both objective (true/false, multiple choice, fill in-theblank, and matching) and subjective (short answer and essay) questions Students must be able to communicate both orally and in written form, thus some questions requiring the composition and writing of an essay answer will be required CJSA 1317 4th Ed (05.17) 220H9255 Page of 16 E Exams will be administered via BioSig application See Blackboard class for registration information VII SEMESTER GRADE COMPUTATIONS (Adapt to your class as needed Make sure this is the same as on Blackboard.) The final grade in this course will be based on the following: This is what you are graded on: Course Grade Calculation Component Possible Points Lesson Assignments 450 points Research Paper 150 points Discussion Boards 100 points Exam 100 points Exam 100 points Exam 100 points Total 1000 points This is how your course grade will be determined: Course Grade Calculation Grade A B C D F Points 900-1000 800-899 700-799 600-699 0-599 A term paper or term project is expected from all students Students may vary in their competency levels on these abilities, so the instructor may need to revisit the term paper concept during the course VIII NOTES AND ADDITIONAL INSTRUCTIONS FROM COURSE INSTRUCTOR A Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course Please refer to the current course catalog for more details B GoArmyEd students should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal Please note: a military withdrawal does not override CTC’s grading policy For self-pay students, refunds are computed from the date the Application for Withdrawal or Refund is filed with the CTC Field Representative or designated student Services Officer Special conditions apply to students who receive federal, state, and/or institutional financial aid CJSA 1317 4th Ed (05.17) 220H9255 Page of 16 Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students C Course Withdrawals, Student Responsibilities: It is the student’s responsibility to officially withdraw from a course The instructor cannot initiate a withdrawal based upon a student’s request Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Site Coordinator or the Student Services Officer for that region D Faculty/Administrative Initiated Withdrawals Faculty are authorized to withdraw students who are not making satisfactory course progress as outlined in the section of the Catalog entitled "Satisfactory Progress Standards” A student may be administratively withdrawn by a designated member of the administrative staff of the College under the following conditions:  The student has been placed on Academic Suspension or Disciplinary Suspension;  The student has an outstanding financial obligation owed to the college;  The student registered for a course without the required prerequisite or departmental permission;  Students who not participate or complete graded activities during the first week will be administratively withdrawn The college is under no obligation to refund tuition and fees, or other costs associated with a student who is administratively withdrawn E Incomplete / Course in Progress Grade Policy: In general, extensions are not granted; i.e., you must complete all coursework by the last day of class Aside from completing all coursework before the last day of class, you must meet any and all deadlines within the course session as posted by your instructor  An “IP” grade may be assigned by an instructor In order to be considered for an “IP,” you must meet all of the following requirements: o Satisfactory progress in a course o Completion to a major portion of the course requirements as scheduled, with the exception of a major quiz, final exam, or other project o Documentation of inability to complete the course requirements is due to circumstances beyond your control, such as personal illness, death in the immediate family, military orders, or, in the case of distance learning courses, technology issues CJSA 1317 4th Ed (05.17) 220H9255 Page of 16 o Communication to the instructor in advance of absences/non-participation, whenever possible o Proposal of specific timelines for completion of the remaining course requirements Any requests for extensions must be submitted to your instructor in writing (emails or messages in Blackboard) prior to the end of the course IP grades are not granted automatically The instructor makes the final decision concerning the granting of the incomplete grade (course extension) and will set an appropriate deadline for the extension based on the amount of coursework remaining An “IP” grade cannot be replaced by the grade of “W.” If you elect to repeat the course, you must register, pay full tuition and fees and repeat the entire course With an “Incomplete” IP grade, students are required to complete a set amount of work by the established and agreed-upon deadline The day after that deadline, the instructor will submit a Change of Grade form to change your IP grade into the grade you have earned at that point – be it passing or failing If you feel you cannot continue with the course, it is your responsibility to withdraw using the appropriate procedures based on your individual situation Information and forms are available on your eTrieve portal, Education Center’s Counselors, or your local CTC Site Coordinator, depending on how you enrolled into class F Instructor Discretion: The instructor reserves the right of final decision in course requirements G Civility: Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment Failure to so can result in disciplinary action up to and including expulsion H American’s with Disabilities Act (ADA): Disability Support Services provides services to students who have appropriate documentation of a disability Students requiring accommodations for class are responsible for contacting the Office of Disability Support Service (DSS) located on the central campus This service is available to all students, regardless of location Explore the website at www.ctcd.edu/disability-support for further information Reasonable accommodations will be given in accordance with the federal and state laws through the DSS office IX COURSE OUTLINE (Please enter the dates or session number of when you plan on going over each of the units below – include when assignments are due and when exams are scheduled.) Note: The instructor has the right to change the course schedule and will announce any changes in class This structured course has been developed on Blackboard with any instructor-required online LIVE class sessions on Zoom, Skype, Blackboard Collaborate Ultra, Google HangOuts, CJSA 1317 4th Ed (05.17) 220H9255 Page of 16 WhatsApp, FaceTime, etc in addition to your regular weekly Discussion Board posts, Assignments, exams, and research papers, etc It is not a self-paced course Please follow your instructor’s schedule of Discussion Board posts, lessons, assignments, and quizzes/exams The course will meet for eight weeks (Adjust to fit your class) Instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the learning outcomes (Please fill in the Schedule of Assignments chart below for each Blackboard session week, ensuring that it matches the course outline topics in the provided outline Don’t forget to include when exams, papers, or special tasks/projects are due Exmples are in red.) Weekly: a) Online LIVE Class Sessions will meet on (Day of week) (Mtg time) via (Online conferencing app you choose) (Indicate which one: Skype, Zoom, Blackboard Collaborate Ultra, WhatsApp, etc.) b) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European time) CTC Blackboard peer response to Discussion Board posts is due by Saturday midnight (European time) c) CTC Blackboard assignment/project is due Saturday midnight (European time) Adjust Lessons, Chapters, and Assignments List to 6- or 8-week class and how many exams you plan on administering Be sure this is the same as in your Blackboard class.) (Use this table below or copy-paste from your Blackboard.) Assignments  Lesson Assignments - Complete the Lesson Assignments for each lesson  Exams - There are three non-proctored exams in the course Access Exams on the course menu for details The syllabus will have due dates Be sure to watch when the exams are available and due!  Research Paper - The details about the research paper are located in the Papers/Projects on the course menu The Research Paper will be submitted on or before the specified date You are required to submit the Research Paper in this course in order to pass the course  Discussion Boards -There are eight Discussion Boards during the class Access Discussion Board on the course menu for details Discussion Board Rules Many of you will a great job expressing opinions on the discussion board There are, however, some that will have a difficult time with this The Discussion Board is in fact a discussion on a topic which is studied in class and usually has a length requirement It is not a place to rant and rave about personal grievances or voice opinions that are not based on solid research and study Never give an opinion that is not based on evidence and careful thought You are criminal justice students and soon to be professionals in the field Your opinions need to be based on credible research of the topic in question, not personal biases or perceptions Responses you make to other students need to be based on credible research If you form an opinion in a response, it is best to include your source for your opinion A good CJSA 1317 4th Ed (05.17) 220H9255 Page of 16 rule for everyone is to never express an opinion (about anything) unless you know what you are talking about Do the research! Remember, use only credible sources! You may use your text web resources and all course materials Be careful, there is a lot of junk on the Internet Bottom line not express your opinion until you have researched the topic and developed a conclusion based on solid and credible sources There are plenty of other links; just search for some, and you will find plenty Discussion Board questions are assigned at specific times and have a due date Schedule of Assignments LIVE Online Lesson Class Session Date Chapter(s) Assignments Due Dates MM/DD Lesson Self-Quiz Chapter 1: The Juvenile Justice System Lesson Discussion Chapter 2: History of the Juvenile Justice System Lesson Assignment Chapter 3: Juvenile Crime, Criminals, and Victims Begin Research Paper MM/DD MM/DD Chapter 4: Choice, Deterrence, Biological, and Psychological Theories Chapter 5: Social Structure, Social Process, and Social Reaction Theories MM/DD MM/DD Chapter 6: Delinquency Prevention and Intervention Lesson Self-Quiz Lesson Discussion Lesson Assignment Lesson Self-Quiz Lesson Discussion Lesson Assignment MM/DD Exam MM/DD Chapter 7: Police and Juveniles Chapter 8: Juvenile Law and Procedure MM/DD Chapter 9: The Juvenile Court Chapter 10: Juveniles in the Criminal Justice System MM/DD Chapter 11: Community-Based Corrections for Juveniles Chapter 12: Institutional Corrections for Juveniles MM/DD Chapter 13: Gangs and Delinquency Chapter 14: Special Populations MM/DD Lesson Self-Quiz Lesson Discussion Lesson Assignment Lesson Self-Quiz Lesson Discussion Lesson Assignment MM/DD MM/DD Exam Lesson Self-Quiz Lesson Discussion Lesson Assignment MM/DD Lesson Self-Quiz Lesson Discussion Lesson Assignment MM/DD Lesson Self-Quiz Lesson Discussion Lesson Assignment Chapter 15: Future Directions in Juvenile Justice Research Paper Due MM/DD Exam A Unit One: Chapter 1, The Juvenile Justice System CJSA 1317 4th Ed (05.17) 220H9255 Page of 16 B Unit objectives: Upon successful completion of this unit, the student will: a Describe the jurisdiction of the juvenile court b Explain what is meant by delinquency c Explain what is meant by status offences d Compare the ways in which the various states define a juvenile e Identify and define the unique terms used in the juvenile justice system f Outline the three major steps in the juvenile justice process g Describe the five decision points in the juvenile justice process h Compare and contrast the juvenile and criminal justice system Learning Activities: a Discuss course requirements and activities b Classroom lecture/discussion c Reading assignment: Chapter 1, pages 4-20 Unit Outline: Refer to contents, textbook page Unit Two: Chapter 2, History of the Juvenile Justice System 23 Unit Objectives: Upon successful completion of this unit, the student will: a b c d e f g Describe how juvenile offenders were treated by the law throughout history Identify the early institutions of juvenile justice Explain the forces behind the creation of the juvenile justice system in the United States Outline the three major historical periods in juvenile justice Identify assumptions of the due process model of juvenile justice Identify assumption of the punitive model of juvenile justice Describe how changing assumptions affect the juvenile justice system C Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 2, pages 23-47 Unit Outline: Refer to Contents, textbook page 23 Unit Three: Chapter 3, Juvenile Crime, Criminals, and Victims 51 Unit Objectives: Upon successful completion of this unit, the student will: a b c d Identify three main ways that juvenile crime is measured in the United States Analyze strengths and weaknesses of victimization surveys and selfreports for juvenile crime Demonstrate an understanding of juvenile crime and victimization in the United States Describe the concepts of risk factor and protective factor CJSA 1317 4th Ed (05.17) 220H9255 Page 10 of 16 e D Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 3, pages 51-86 c Three-week examination Unit Outline: Reader to Contents, textbook pages 51 Unit Four: Chapter 4, Choice, Deterrence, Biological and Psychological Theories 89 Unit Objectives: Upon successful completion of this unit, the student will: a b c d e f g h i j E List the various risk and protective factors and explain how these relate to juvenile delinquency Contrast the classical and positive schools of criminological thought Understand choice theory Understand deterrence theory Explain Lombroso’s atavism theory and Sheldon’s somatotype theory Summarize twin and adoption studies Describe biochemical and neurological factors that impact delinquency Identify the major arguments presented by psychoanalytic theory Describe the relationship between moral development and delinquency Describe the impact of personality disorders in delinquency Summarize the three major learning theories Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 4, pages 87-112 Unit Outline: Refer to contents, textbook page 87 Unit Five: Chapter 5, Social Structure, Social Process, and Social Reaction Theories 115 Unit Objectives: Upon successful completion of this unit, the student will: a Define and contrast the three types of social theories of delinquency b Describe three social structure theories c Summarize three learning theories d Describe three social control theories e Understand the course theories f Explain labeling theory g Explain conflict theory Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 5, pages 115-133 Unit Outline: Refer to contents, textbook page 115 CJSA 1317 4th Ed (05.17) 220H9255 Page 11 of 16 F Unit Six: Chapter 6, Delinquency Prevention and Intervention 143 Unit Objectives: Upon successful completion of this unit, the student will: a b c d e f G Describe the different types of delinquency prevention programs Explain the concept of diversion Describe the different areas of delinquency prevention program Give examples of programs that fall under delinquency prevention programs Describe the types of programs that generally not work in delinquency prevention Describe the types of programs that tend to work in delinquency prevention Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 6, pages 143-171 Unit Outline: Refer to contents, textbook page 143 Unit Seven: Police and Juveniles 175 Unit Objectives: Upon successful completion of this unit, the student will: a Explain the role of police through the history of juvenile justice b Describe the various police styles c Explain how the police process juvenile cases d Describe the role of police in handling status offenders and abused or neglected children e Explain the discretionary options a police officer can exercise in juvenile cases f List factors that influence police decisions in juvenile cases g Compare police attitudes about juveniles with juveniles attitudes about police h Identify some intervention programs operated by police agencies i Explain how community oriented policing affects juvenile cases 2 Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 7, pages 175-201 Unit Outline: Refer to contents, textbook page 175 H Unit Eight: Chapter 8, Juvenile Law and Procedure 203 Unit Objectives: Upon successful completion of this unit, the student will: a List the changes in rights and procedures since the due process revolution b Describe four landmark Supreme Court cases on juvenile justice c Explain what totality of circumstances means d List situations where a juvenile is entitled to an attorney e Describe the different ways police are allowed to handle juveniles CJSA 1317 4th Ed (05.17) 220H9255 Page 12 of 16 f g e H Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 8, pages 203-240 Unit Outline: Refer to contents, textbook page 203 Unit Nine:: Chapter 9, The Juvenile Court 243 Unit Objectives: Upon successful completion of this unit, the student will: a b c d e f g h I Define confidentiality and anonymity Explain current legal issues in juvenile justice Compare rights and procedures in an adult criminal trial with rights and procedures in juvenile proceedings Describe the jurisdiction of the juvenile court Describe juvenile court key personnel and their primary responsibilities List the major steps in the juvenile court process Explain what occurs during the decision to detain and the decision to petition a case Describe decisions made by the prosecutor Explain what happens during adjudication Describe a predisposition report Analyze what occurs at a disposition hearing Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 9, pages 243-262 c Mid-term examination Unit Outline: Refer to contents, textbook page 243 Unit Ten:: Chapter 10, Juveniles in the Criminal Justice System 265 Unit Objectives: Upon successful completion of this unit, the student will: a b c d e f g Explain what a waiver to adult court is Name the main purposes for waiving a juvenile to adult court and explain the process Compare and contrast the three main types of waiver to adult court List the deciding factors in waiving a juvenile to adult court Evaluate the effectiveness of the waiver to adult court Describe and contrast the five types of blended sentencing Analyze major United States Supreme court cases that address the constitutionality of the death penalty for juvenile offenders Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 10, pages 265-291 Unit Outline: Refer to contents, textbook page 265 CJSA 1317 4th Ed (05.17) 220H9255 Page 13 of 16 J Unit Eleven: Chapter 11, Community-Based Corrections for Juveniles 295 Unit Objectives: Upon successful completion of this unit, the student will: a b c d e f g h i K Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 11, pages 295-326 Unit Outline: Refer to contents, textbook page 295 Unit Twelve:: Chapter 12, Institutional Corrections for Juveniles 331 Unit Objectives: Upon successful completion of this unit, the student will: a b c d e f g h i j L Describe the differences between juvenile community corrections and institutional corrections Identify the different correctional sanctions available to the juvenile court Explain the juvenile probation process Identify typical juvenile probation conditions Describe the duties and responsibilities of probation officers Identify and explain the variations in juvenile probation Describe what Intensive Supervision Probation (ISP) is and which juveniles are eligible for ISP Identify and explain alternative sanctions available to the juvenile court Describe what aftercare services are provided for juveniles released from secure incarceration List differences between detained juveniles and committed juveniles Profile the typical juvenile who is sent to an out-of-home placement facility Explain the differences between public and private facilities Describe the different types of secure institutional facilities Explain the nature of juvenile detention facilities and processing procedures Outline what is meant by a short-term secure facility Describe what boot camps are designed to Explain what youth ranches and camps are Summarize the nature of state institutions and schools Outline the various types of programming that occur in juvenile institutions Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 12, pages 331-359 Unit Outline: Refer to contents, textbook page 331 Unit Thirteen: Chapter 13, Gangs and Delinquency 363 CJSA 1317 4th Ed (05.17) 220H9255 Page 14 of 16 Unit Objectives: Upon successful completion of this unit, the student will: a b c d e f g N Explain the difficulties in accurately defining a gang, gang member, and gang-related crime Describe the extent of the gang problem Differentiate between types of gangs Identify the major characteristics of gangs Explain why youths join gangs Describe the major responses to gangs Summarize efforts to control gang activity Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 13, pages 363-390 Unit Outline: Refer to contents, textbook page 363 Unit Fourteen: Chapter 14, Special Populations 393 Unit Objectives: Upon successful completion of this unit, the student will: CJSA 1317 4th Ed (05.17) 220H9255 Page 15 of 16 a b c d e f g h O Explain the difference between a rampage killing and a typical homicide Define paraphilia Define what drugs are and assess their impact on American youth Explain the concept of chronic juvenile offender Describe the demographic profile of the juvenile hacker List the categories of hate groups and explain their attractiveness for juveniles Learn what the most common kind of child abuse is Describe the worlds of child prostitution and child exploitation Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 14, pages 393-423 Unit Outline: Refer to contents, textbook page 393 Unit Fifteen: Chapter 15, Future Directions in Juvenile Justice 427 Unit Objectives: Upon successful completion of this unit, the student will: a b c d e f Identify the current trend in the legislation and philosophy of juvenile justice Describe the BARJ model of juvenile justice Outline the arguments both for and against abolishing the juvenile justice system Identify the three major types of specialty courts used in juvenile justice Describe Project CRAFT and discuss its success as an intervention strategy Describe the parental liability movement in juvenile justice Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 15, pages 427-445 Unit Outline: Refer to contents, textbook page 427 P Unit Sixteen: Final Examination Examination instructions and procedure for grade notification Final Exam ... course grade will be determined: Course Grade Calculation Grade A B C D F Points 90 0-1 000 80 0-8 99 70 0-7 99 60 0-6 99 0-5 99 A term paper or term project is expected from all students Students may vary... protective factor CJSA 1317 4th Ed (05.17) 220H9255 Page 10 of 16 e D Learning Activities: a Classroom lecture/discussion b Reading assignment: Chapter 3, pages 5 1-8 6 c Three-week examination... assignment: Chapter 10, pages 26 5-2 91 Unit Outline: Refer to contents, textbook page 265 CJSA 1317 4th Ed (05.17) 220H9255 Page 13 of 16 J Unit Eleven: Chapter 11, Community-Based Corrections for Juveniles