Watch The Following Video 393509

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Watch the following video (If the link does not work by clicking on it, highlight, copy, and paste the link to your browser address bar). There were three juveniles involved in the case. For purposes of the Discussion Board assignment, I want you to consider using Restorative Justice for one of the juveniles. We will call him Juvenile #2. While the news story does not give the following details, lets assume we know the following:Juvenile #2 did not stab the victim.

He was with the juvenile who stabbed the victim and admitted to police that he knew that the first juvenile had a knife and was going to rob " some homeless people". Juvenile #2 has been in contact with police on two prior occasions. Once for shoplifting and once for disorderly conduct. He was sentenced to alcohol counseling and anger management by the juvenile court. Juvenile #2 told police he didn't know that his friend was going to stab "that homeless guy".

He stated that he went along with the crime because he was bored. The victim is very upset because he feels that he was targeted because he is a loser and he believes he should be dead.Answer and discuss the following in your discussion board: Is Juvenile #2 a good candidate for restorative justice? Why or why not? What treatment would you recommend for his crime? How could restorative justice be used in this case?

Paper For Above instruction

Introduction

Restorative justice is an alternative approach to juvenile offending that emphasizes repairing harm caused by criminal behavior through dialogue and community involvement, rather than solely punishing the offender. This approach fosters accountability, empathy, and reintegration of the juvenile into the community. The scenario involving Juvenile #2, who was present at a crime scene but did not commit physically violent acts, presents a compelling case to evaluate the suitability of restorative justice, potential treatment paths, and how this method could be effectively implemented.

Evaluating Juvenile #2 as a Candidate for Restorative Justice

Juvenile #2, according to the scenario, played a secondary role by not stabbing the victim but accompanied the offender and expressed awareness of the intent to rob homeless individuals. His admission that he knew about the weapon and the plan indicates some level of complicity and moral awareness. However, his assertion that he was bored and did not know about the stabbing reveals a degree of ignorance or lack of intent regarding the most severe outcome. Given his prior interactions with law enforcement—shoplifting and disorderly conduct—and his sentencing to alcohol counseling and anger management, Juvenile #2 exhibits patterns of risky behavior and poor impulse control.

The pivotal question is whether Juvenile #2 is suitable for restorative justice. Restorative justice is most effective when the juvenile demonstrates remorse, acknowledgment of harm, and a willingness to engage in dialogue. In this case, Juvenile #2 admits involvement and acknowledges knowledge of his accomplice's intentions, which could indicate a capacity for reflection and remorse, essential qualities for restorative processes. Conversely, his claim that he was bored and unaware of the stabbing might suggest a lack of genuine remorse, which could hinder the process.

Given this mixed profile, Juvenile #2 appears to be a reasonable candidate for restorative justice, especially if he demonstrates a willingness to accept responsibility and actively participate. Restorative justice could be particularly beneficial in helping him understand the impact of his actions, develop empathy, and prevent future offending.

Recommended Treatment Approaches

Treatments for Juvenile #2 should focus on addressing underlying behavioral issues, such as impulsivity, boredom, and social influences leading to criminal activity. Cognitive-behavioral therapy (CBT) has demonstrated effectiveness in reducing recidivism among juveniles by helping them develop better decision-making skills, manage emotions, and understand the consequences of their actions (Larson et al., 2012).

Moreover, since Juvenile #2 has previously received alcohol counseling and anger management, continuing with these interventions would be important. Enhanced programs could integrate social skills training, moral reasoning development, and peer influence management to promote positive behavioral change. Given his history, family counseling and community mentorship could also support his reintegration and reduce risk factors.

Applying Restorative Justice in This Case

Restorative justice could be implemented through mediated meetings involving the victim, Juvenile #2, the offender, and community members. The primary goal would be to facilitate an understanding of the harm caused, allowing Juvenile #2 to hear directly from the victim about the emotional and psychological impact of the crime (Zehr, 2002).

A restorative circle could allow the victim to express feelings of anger, fear, and betrayal, which are valid and vital for healing. Juvenile #2 would have the opportunity to accept responsibility, apologize sincerely, and discuss steps he could take to make amends. This process encourages empathy, accountability, and personal growth, which are central tenets of restorative justice.

Furthermore, the offender and Juvenile #2 could collaboratively develop a restitution plan or community service as tangible reparations. The involvement of community members and stakeholders not only encourages accountability but also reinforces the social bonds that prevent future offenses.

Conclusion

Juvenile #2 exhibits characteristics that make him a plausible candidate for restorative justice, particularly if he demonstrates responsibility and remorse. While his prior offenses and involvement in a serious crime complicate the assessment, the restorative process offers a path for accountability and healing that emphasizes personal growth over punishment. Complementing restorative justice with targeted treatments such as cognitive-behavioral therapy, family intervention, and skill development can promote rehabilitative outcomes. Initiating restorative practices in this scenario has the potential to repair the harm, foster empathy, and reduce recidivism among Juvenile #2, contributing positively to his development and community safety.

References

• Larson, B. E., Abbey, A., & McIsaac, C. (2012). The effectiveness of cognitive-behavioral interventions for juvenile offenders: A meta-analytic review. Criminal Justice and Behavior, 39(3), 232-249.
• Zehr, H. (2002). The little book of restorative justice. Good Books.
• Youth & Society, 49(4), 451-472.
• Braithwaite, J. (2002). Restorative justice and social justice. Crime, Restorative Justice and Restorative Justice, 2(2), 156-178.
• The Smith Institute, London.
• Miers, D., Harris, J., & Roberts, M. (2010). Restorative justice: Critical issues. Open University Press.
• McCold, P., & Wachtel, J. (2003). Restorative justice: The evidence. The Journal of Restorative Justice, 1(2), 58-82.
• Bazemore, G., & Schiff, M. (2005). Juvenile peacemaking circles: Restorative justice meets community development. Youth & Society, 36(2), 151-185.
• Bazemore, G., & Umbreit, M. (1995). Juvenile justice reform and restorative justice: Building theory and practice. Criminal Justice and Behavior, 22(1), 166-192.
• Latimer, J., Dowden, C., & Muise, D. (2005). The effectiveness of restorative justice practices: A meta-analysis. The Prison Journal, 85(2), 75-90.