Delinquency and Juvenile Justice is upper division (junior/senior level) class devoted to understanding juvenile delinquency (level, causes) and the juvenile justice system. Course content focuses on the components of the juvenile justice system (e.g., police, adjudication, corrections). However, the course will also be taught from an "issue-based" approach. That is, we will examine various conflicts and debates within juvenile justice (e.g., Should juveniles be waived to adult court? Is the Juvenile Justice System Racially Biased?). Upon completing this course, students should:

• Understand the history and current social context of the juvenile justice system
• Grasp the legal issues that arise when dealing with juvenile offenders
• Understand the level and trends for juvenile delinquency
• Know the major theories regarding the etiology of delinquency, and the policy implications that stem from this knowledge

Cox, Conrad, and Allen (2003). Juvenile Justice: A Guide to Theory and Practice. Boston: McGraw Hill.

(1) Butts and Mitchell (2000). "Brick by Brick: Dismantling the Border Between Juvenile and Adult Justice." Criminal Justice 2000. Washington D.C: National Institute of Justice (Available Online)

(2) Bazemore and Umbreit (1995). "Rethinking the Sanctioning Function in Juvenile Court: Retributive or Restorative Responses to Youth Crime." Crime and Delinquency, 41(3): 296-316 (Available Online)

(4) Smith, M. (2000). "What Future for 'Public Safety' and 'Restorative Jusitce' in Community Corrections?" Sentencing and Corrections: Issues for the 21st Century (Washington D.C: National Institute of Justice). (Available Online)

(5) MacKenzie, D.L., Wilson, D., and Kider, S. (2001). "Effects of Correctional Boot Camps on Offending," Annals of the American Academy of Political and Social Sciences, 578: 126-143. (Available Online)

(6) Henggeler, S. et al. (1996). "Multisystemic therapy: an effective violence prevention approach for serious juvenile offenders." Journal of Adolescence, 19: 47-61 (Available Online)

(7) Pope, C., and Snyder, H. (2003). "Race as a Factor in Juvenile Arrests," Juvenile Justice Bulletin (Washington D.C: U.S. Department of Justice). (Available Online)

(8) Currie, E. (1998). "Chapter 3. Alternatives I: Prevention." Crime and Punishment in America. New York: Henry Holt and Company. (Handout)

Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor at the start of the semester. Adaptation of methods, materials or testing may be made as required to provide for equitable participation. It is your responsibility to contact the Access Center for advice regarding adaptations.

Cheating on exams or assignments will be dealt with in accordance with University policies. Anyone caught cheating on an exam will receive a zero for that exam. Plagiarism refers to presenting another's words or ideas as if they were your own. It is cheating and thus an academic offense. The penalty for plagiarism is failure for that particular assignment. I encourage you to work together, but you must turn in your own work. If you use ideas or words from the texts or outside readings, you must cite the work.

I do not take attendance and there is no formal penalty for missing class (no points will be deducted from your score based solely on attendance). However, past experience with teaching this class suggests that a student's attendance is strongly related to his or her exam performance. Some of the material we cover is very complex, and the lectures are designed to help you organize and comprehend the readings. Further, most of the exam questions stem directly from class discussions.

All students are expected to take the exams on the scheduled date. If you have a legitimate excuse, you must notify me before the exam. Anyone missing an exam without prior notification will receive a zero for that exam.

Exams: There will be two examinations. Each exam will consist of 4 essay questions. Of these questions, you will be required to choose and answer 2.

Group/Individual Assignments, and Debate Attendance: Throughout the semester, you will be required to complete in-class group assignments or out of class individual assignments. Further, you will be required to attend and participate in at least four of the five debates for which you are not a debater.

Debates/Group Papers: Throughout the semester, you will be engaging each other in a series of debates. Debate teams will consist of 5-6 students. As part of the process, you will also be required to turn in a paper that (a) outlines the issue you are debating, and (b) presents evidence in support of your position. Further instructions regarding the debate and papers will be forthcoming.

Grading Scale: (Instructor reserves right to curve final grades upward)

Office of Juvenile Justice and Delinquency Prevention: http://ojjdp.ncjrs.org/
Bureau of Justice Statistics: http://www.ojp.usdoj.gov/bjs/welcome.html
Juvenile Justice Clearinghouse: http://www.criminology.fsu.edu/jjclearinghouse/main_jjrmdp_web_page.htm
National Council on Crime and Delinquency: http://www.nccd-crc.org/
National Institute of Justice:http: //www.ojp.usdoj.gov/nij/welcome.html
National Criminal Justice Reference Center (Section on JJ): http://virlib.ncjrs.org/JuvenileJustice.asp
Sourcebook of Criminal Justice Statistics: http://www.albany.edu/sourcebook/