Students: Please View The Submit A Clickable Rubric A 342443

Students Please View The Submit A Clickable Rubric Assignment In Th

Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center. Instructors, training on how to grade is within the Instructor Center. Select this example assignment to see what a proficient (or higher) submitted assignment would look like. Due Week 7 and worth 120 points Use the Internet and library to research your community’s current efforts to deter or prevent juvenile delinquency through incarceration programs or other sanctions. Write a two to three (2-3) page paper in which you: Identify at least two (2) juvenile delinquency reduction efforts / programs currently in operation in your community. Determine the main sociological theories underlying these interventions that shape your community’s public policy for delinquency prevention. Propose one to two (1–2) ideas that you believe would improve your community’s juvenile delinquency prevention efforts. Justify the response with examples that illustrate your ideas being used successfully in other communities. Use at least three (3) quality references. Note: Wikipedia and similar websites do not qualify as academic resources. Your assignment must follow these formatting requirements: This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow SWS or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: Recommend improvements to a juvenile delinquency prevention program. Attached example

Paper For Above instruction

The issue of juvenile delinquency remains a critical concern for many communities worldwide, necessitating effective intervention programs grounded both in sociological theory and practical strategies. This paper explores juvenile delinquency prevention efforts predominant in my community, analyzes the sociological foundations influencing these initiatives, and proposes potential enhancements based on successful models from other regions.

In my community, two primary juvenile delinquency prevention programs are currently in operation: community-based mentoring programs and restorative justice initiatives. The first, a youth mentoring scheme, pairs at-risk juveniles with adult mentors who provide guidance, support, and positive role modeling. This program aims to foster prosocial behavior, enhance self-esteem, and deter youth from engaging in criminal activity. Evidence suggests that mentoring positively impacts juvenile behavior, reducing recidivism and fostering community engagement (DuBois & Silverthorn, 2005). The second prominent initiative, restorative justice, emphasizes repairing harm caused by delinquent acts through community involvement, dialogue, and accountability. It prioritizes rehabilitation over punishment, encouraging offenders to understand the impact of their actions and reintegrate into the community (Braithwaite, 2002). Both programs are grounded in sociological theories that emphasize social bonds, community involvement, and moral development.

The sociological theories underpinning these interventions chiefly include social control theory and labeling theory. Social control theory, formulated by Travis Hirschi (1969), posits that strong social bonds—such as those fostered by mentoring relationships and community engagement—prevent youth from engaging in delinquent acts. These bonds reinforce mutual respect, shared values, and accountability, discouraging misconduct. Restorative justice aligns with labeling theory, which suggests that societal response to juvenile offenders can influence their self-identity and future behavior (Becker, 1963). By focusing on reintegration and community involvement, restorative justice reduces stigmatization, thereby decreasing instances of recidivism and promoting social inclusion.

To further improve juvenile delinquency prevention efforts in my community, I propose the following ideas. First, expanding early intervention programs that incorporate family-based support and mental health services could address root causes of delinquency more effectively. For example, Family Check-Up programs implemented successfully in some communities have demonstrated reductions in behavioral problems by engaging families early (Hawkins et al., 2014). Second, integrating technology-driven solutions, such as mobile apps for monitoring at-risk youth and facilitating communication between juveniles, parents, and social workers, could enhance responsiveness and accountability. Similar approaches have shown promise in other cities, improving engagement and timely intervention (Higgins et al., 2019). Implementing these evidence-based strategies, tailored to our community's specific needs, could significantly bolster existing efforts, lowering juvenile crime rates and promoting healthier development among youths.

References

  • Becker, H. (1963). Outsiders: Studies in the Sociology of Deviance.Free Press.
  • Braithwaite, J. (2002). Restorative justice and reconviction: Evaluating announcements of reform. British Journal of Criminology, 42(3), 596-615.
  • Hawkins, J. D., et al. (2014). Family Check-Up: Prevention and intervention through family-centered strategies. Journal of Family Psychology, 28(3), 261–273.
  • Higgins, J., et al. (2019). Technology in juvenile justice: Innovations and implications. Youth & Society, 51(4), 457-472.
  • Hirschi, T. (1969). Causes of Delinquency. University of California Press.
  • DuBois, D. L., & Silverthorn, N. (2005). Youth mentoring: Improving the outcomes of at-risk youth. Children and Youth Services Review, 27(4), 351–360.
  • Schwartz, A. (2016). Community programs to prevent juvenile crime. Juvenile Justice Journal, 22(2), 15-22.
  • Wilson, D. B., & Lipsey, M. W. (2007). Structured analyses of youth mentoring programs. The Journal of Adolescent Health, 41(3), 464-470.
  • Lipsey, M. W., & Cullen, F. T. (2007). The effectiveness of juvenile delinquency prevention programs: A meta-analytic review. Journal of Experimental Criminology, 3(4), 313-345.
  • National Research Council. (2013). Reforming Juvenile Justice: A Developmental Approach. National Academies Press.

Related Assignments