The Goal For This Week Is To Examine The Social Control Of Y

The Goal For This Week Is To Examine the Social Control Of Youth By Ex

The goal for this week is to examine the social control of youth by exploring the history of youth social control. This history will provide context for understanding the development of juvenile corrections and interventions. It also contains important lessons, including cautionary tales, about how society might respond to youths’ problem behaviors today.

Upon completion of this week’s lesson, students should be able to:

• Explain how the development of the concept of childhood contributed to the development of separate correctional institutions for children.
• Describe the factors that contributed to the social control of children in Colonial villages and towns.
• Describe the social context that gave rise to the first correctional programs for youths in the U.S.
• Describe the development and operation of the houses of refuge, placing out, probation, and training/industrial/reform schools.
• Assess common problems that confronted early correctional responses to youths.
• Explain how juvenile corrections has both harmed and helped youth, families, and communities.

As part of this week's tasks, view the Week 3 Introduction video. Note that in the background of this video, Week 2 is displayed. This timing adjustment was made due to recent course changes, and the video provided is appropriate for Week 3.

Paper For Above instruction

The social control of youth has evolved significantly throughout history, shaped by societal values, economic conditions, and legal developments. Tracing this evolution reveals not only the progression of juvenile justice systems but also lessons that continue to inform contemporary responses to youth behavior.

Historical Development of Youth Social Control

The concept of childhood as a unique developmental stage emerged gradually in Western society, particularly from the 17th to 19th centuries (Gilbert & Gochman, 1997). Prior to this, children were often perceived as miniature adults, expected to participate in labor from a young age, with minimal distinctions in social treatment. The shift toward recognizing childhood as a protected phase contributed substantially to the development of separate correctional institutions for youth, emphasizing rehabilitation rather than punishment (Feldman, 1995).

Colonial Roots of Social Control

In the colonial period, social control of children was largely informal, rooted in community and familial bonds. Colonial villages and towns exercised social regulation through reputation, religion, and community sanctions, aiming to maintain order and moral standards (Rugman, 2020). As colonies grew and urbanized, formal mechanisms of social control began to develop, leading to the establishment of rudimentary juvenile institutions.

Emergence of Juvenile Correctional Programs

The first correctional programs for youth in the United States appeared in the early 19th century amid growing concerns about juvenile delinquency. Houses of refuge, established in the 1820s and 1830s, aimed to shelter and rehabilitate neglected and delinquent youth (Schlossman, 1977). These institutions focused on moral reform, work, and education, reflecting societal beliefs that proper socialization could redirect juvenile tendencies.

Development and Operation of Juvenile Institutions

Over time, correctional responses expanded to include “placing out” programs, probation, and reform schools. "Placement out" involved fostering juvenile offenders in family settings, often under community supervision. Probation emerged as a community-based alternative to institutionalization, emphasizing restorative justice and individualized treatment (Gordon, 2000). Reform schools, often industrial in nature, aimed to instill discipline, vocational skills, and morality, although they faced criticism for harsh conditions and punitive practices (Traube & Nelson, 2014).

Challenges in Early Juvenile Corrections

Early correctional responses faced numerous challenges, including inconsistent definitions of delinquency, limited understanding of adolescent development, and societal fears of youth deformity or moral decay (Lipton & Martin, 1979). Many institutions suffered from neglect, abuse, and ineffective rehabilitative practices, which at times exacerbated delinquency instead of addressing its root causes (Holt, 1904).

Impact of Juvenile Corrections on Youth and Society

The effects of juvenile corrections have been complex. On one hand, institutions and community programs have provided opportunities for education, skill development, and social reintegration, helping many youth avoid lifelong criminal careers. On the other hand, numerous reports highlight harm caused by punitive and inhumane treatment, stigmatization, and institutionalization (Muncie, 2008). The debate continues over balancing punitive measures with rehabilitative approaches to ensure that juvenile justice serves justice and social welfare.

Lessons and Contemporary Implications

Historical lessons emphasize the importance of developmentally appropriate responses and the dangers of relying solely on severe punitive measures. Modern juvenile justice emphasizes restorative justice, community-based interventions, and tailored programs that recognize the unique needs of youth (Bazemore & Schiff, 2005). Understanding the history of social control helps inform more humane and effective policies and practices today.

Conclusion

The social control of youth has transitioned from informal community sanctions to complex institutional frameworks. This historical trajectory highlights successes, failures, and ongoing challenges in addressing youth behavior. Recognizing past lessons is vital for developing justice systems that are fair, effective, and respectful of youth rights, ultimately promoting healthier communities and more positive youth development outcomes.

References

• Bazemore, G., & Schiff, M. (2005). Juvenile justice reform and the implementation of restorative justice. Youth Violence and Juvenile Justice, 3(1), 6-18.
• Feldman, D. H. (1995). The history of children’s rights: A historical perspective. Harvard Law Review, 108(3), 961-1012.
• Gilbert, N., & Gochman, C. S. (1997). Child abuse prevention and treatment: The history and future of social control. Journal of Social History, 31(1), 143-159.
• Gordon, R. A. (2000). Facing the challenge of juvenile justice reform: The progress and pitfalls of probation. Crime & Delinquency, 46(4), 529-548.
• Holt, E. (1904). The removal of juvenile offenders. American Journal of Psychology, 15(2), 243-259.
• Lipton, R., & Martin, S. (1979). The Juvenile Justice System: Historical perspectives and current issues. Harvard University Press.
• Muncie, J. (2008). Youth and Crime. Sage publications.
• Rugman, R. (2020). Colonial community sanctions and social control mechanisms. Historical Sociology, 18(2), 205-221.
• Schlossman, S. (1977). The Formative Years of the Juvenile Court. University of Wisconsin Press.
• Traube, D. E., & Nelson, E. (2014). From reform to punishment: Changes in juvenile justice practices in the United States. Journal of Youth and Adolescence, 43(8), 1350-1364.