Assessment Form: Crime Johnny Smith Was Arrested For Assault

Assessment form. Crime Johnny Smith was arrested for Assault and Battery on school grounds

Assessment form. Crime Johnny Smith was arrested for Assault and Battery on school grounds. Johnny punched a teacher after he was told to leave the classroom. The teacher was not injured but was upset about the event. The teacher stated that Johnny became upset when he was told he failed reading because he lost his book. Johnny argued that he read the book but left it at home. After punching the teacher Johnny ran away from the school. He was arrested a day later in a neighboring jurisdiction. Johnny admitted to the police that he did punch the teacher. Johnny was sent to local juvenile detention because of his past record and because his uncle refused to take him home.

Background Johnny is 13 years-old. He lives with his uncle Ken in Fort Wayne. Johnny is originally from Columbia City. His father left when he was two-years-old. His mother is addicted to crack cocaine. She abandoned Johnny twice when he was younger. The last time he was abandoned his uncle Ken agreed to take him in. Ken works nights, has recently gone through a divorce, and has been drinking excessively. Johnny stays at the house sparingly and has been picked up for violating curfew twice in the past six months. Johnny does not like his uncle Ken but has a relationship with Sallie Goldsmith, a 65-year-old neighbor who has sometimes fed him or allowed him to stay at her house. Sally has caught Johnny stealing her money and told him to stay away from her home.

Johnny was expelled from Southside School for fighting in 2009 after an incident with a student who called him stupid, which resulted in injuries. He also received suspensions for bringing a knife and arguing with a teacher. Despite these issues, Johnny demonstrates high ability in math and English. He was enrolled at Hobson Charter School, which is known for rehabilitating problem students. Johnny was diagnosed with ADHD at enrollment and appeared to be doing well until the recent incident.

His juvenile record includes arrests at age nine for assault and battery, possession of a weapon at school, violating curfew twice, larceny, truancy, and an escape from detention last year. Most recently, he was found sleeping in a crack house in July.

Your task is to complete the risk assessment using the Washington State risk assessment model. If information is missing, you will need to improvise data that might logically fill the gaps. After completing the assessment, discuss: your score, whether you would recommend restorative justice based on the score, whether the assessment form facilitated your decision-making process, and whether there are additional relevant factors not captured in the form that could influence your determination.

Paper For Above instruction

The case study of Johnny Smith draws attention to the complex intersection of factors influencing juvenile delinquency, emphasizing the importance of a comprehensive risk assessment to guide intervention strategies. Applying the Washington State juvenile risk assessment model, which considers dynamic and static factors across multiple domains, can elucidate the level of risk Johnny poses for reoffending and inform appropriate responses, including the potential for restorative justice approaches.

Risk Assessment Overview

The Washington State juvenile risk assessment model encompasses several domains: criminal history, family circumstances, peer influences, school performance, community factors, and individual traits. Each domain is evaluated to produce a quantitative risk score categorizing the juvenile as low, moderate, or high risk of reoffending. This structured approach enables practitioners to identify specific areas contributing to risk and tailor interventions accordingly.

Static Factors in Johnny’s Profile

Static factors are unchangeable traits such as past criminal behavior and demographics. Johnny’s extensive juvenile record, beginning at age nine, with multiple arrests for assault, weapon possession, truancy, and escape, indicates a high level of static risk factors. His early onset of delinquency and repeated delinquent acts suggest a propensity for continued behavioral issues. Additionally, his history of expulsion, disciplinary infractions, and gang or peer influences associated with his environment also contribute to static risk, as these are resistant to change without targeted intervention.

Dynamic Factors and Modifiable Risks

Dynamic factors are changeable over time and include family stability, school engagement, peer associations, substance use, and mental health. Johnny’s unstable family environment, marked by his mother’s addiction, abandonment, and his uncle’s recent substance abuse and divorce, signifies complex familial risk factors. His relationship with Sallie Goldsmith, which includes elements of seeking nurturing but also exposure to negative influences like theft, shapes peer and community influences.

Johnny’s school history highlights academic difficulties, behavioral problems, and diagnosed ADHD. His high intelligence suggests potential for positive change if supportive educational strategies are employed. His behavior, including violent outbursts and association with delinquent peers, illustrates dynamic risks that could be mitigated through targeted interventions, counseling, and behavioral therapy.

Substance use is suspected, given his environment and recent exposure to drug-affected settings; however, explicit evidence is required to confirm this. Engaging Johnny in substance abuse prevention and mental health services could reduce his risk factors.

Assessment Score and Classification

Based on the collated static and dynamic factors, Johnny’s risk score would likely categorize him as high risk of reoffending. His extensive juvenile record, behavioral history, unstable family environment, and recent behavioral incident at school all indicate a considerable likelihood of future delinquency if left unaddressed. Nevertheless, his demonstrated academic ability and diagnosis of ADHD suggest he possesses significant rehabilitative potential, provided appropriate interventions are implemented.

Recommendations for Intervention

Given his high-risk profile, a multi-pronged approach is recommended. This should include individualized mental health counseling addressing ADHD and emotional regulation, family intervention programs to improve stability, peer group management to reduce association with negative influences, and educational support tailored to his learning needs. Restorative justice strategies are also viable, especially because his offense was non-injurious and occurred in a context of frustration and environmental instability.

Restorative Justice Consideration

Restorative justice involves facilitated dialogue between victims and offenders to promote accountability and healing. Considering Johnny’s age, the absence of injury, and the context of his behavior, restorative justice could serve as an effective response, fostering understanding and emphasizing the impact of his actions on the teacher. If Johnny participates in a structured restorative program, it could help him develop empathy, accept responsibility, and reduce the likelihood of future conflicts.

Form’s Effectiveness and Additional Factors

The assessment form facilitated a structured process but may have limitations by not capturing certain environmental and psychological nuances such as substance use severity, trauma history, or mental health conditions beyond ADHD. Incorporating broader contextual factors, such as Johnny’s exposure to violence, trauma histories, and peer influences, could further refine risk predictions and intervention strategies.

Conclusion

In conclusion, Johnny’s risk assessment points to a high potential for reoffending if current conditions persist. However, his demonstrated intelligence and diagnosis of ADHD suggest that with tailored interventions, positive change is achievable. Based on this, I support the use of restorative justice, paired with comprehensive mental health and social support services, to foster accountability and rehabilitation. The structured risk assessment form was instrumental in guiding this determination but must be supplemented with holistic evaluations for optimal juvenile justice interventions.

References

• Chandler, K. A. (2016). Juvenile justice and delinquency prevention: Theory, practice, and law. Routledge.
• Hockenberry, S., & Puzzanchera, C. (2018). Juvenile offenders and victims: 2018 national report. Office of Juvenile Justice and Delinquency Prevention.
• Harper, D. (2014). Risk assessment of juvenile offenders: An overview. Journal of Juvenile Justice, 3(2), 45-59.
• Goggin, J., & Gough, D. (2020). Juvenile risk assessment tools: A comparative review. Criminal Justice Studies, 25(4), 385-400.
• Washington State Juvenile Justice Assessment Protocol (2019). Washington State Department of Children, Youth & Families.
• Snyder, H. N. (2019). Juvenile crime, 2019. Juvenile Justice Bulletin, U.S. Department of Justice.
• Ward, T., & Carvalho, E. (2019). Risk, needs, and responsivity: Foundations for juvenile justice. Journal of Juvenile Studies, 5(1), 12-30.
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• Pranis, K. (2014). The restorative justice workbook: A comprehensive guide to making decisions and conducting effective dialogues. Center for Justice & Reconciliation.
• Scott, E., & Steinberg, L. (2018). Rethinking juvenile justice: From deterrence to development. Stanford Law Review, 70(2), 453-502.