Assignment: Corrections and Treatment

The juvenile system works similar in function as the adult system does mainly because they both aid in rehabilitation and changing people’s lives in a positive way - Assignment: Corrections and Treatment introduction. The juvenile criminal system has community-based treatments, issues with the prisons and jails, and the aftercare programs. There are different programs that help treat different problems with these juveniles. Institutions are separated just like adult institutions are for men and women.

There are aftercare programs that help ease a person into the community instead of tossing them back into the streets. Looking further into these different aspects will help the understanding of the juvenile corrections and treatment facilities. There are a variety of community-based treatment centers and organizations within the United States. The most commonly used within most communities are probation, restitution, and group homes. Probation is used to deal with offenders without imprisonment and is also a type of community based treatment.

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With this treatment, juveniles are given a trial period to which they are able to redeem themselves for their misconduct. Inspection with a probation officer and abiding by the rules set forth of them they are able to be part of the community is way to enforce strict rules and allow for the juvenile to better themselves and still be in the security of their home. Restitution is used to help repay the communities for the cost of their troubles from the offender’s offense.

The court’s order the offenders to work at community organizations for no cost for a period of time. Some of these community organizations would be Salvation Army, homeless shelters and highway cleanups. Another form of community based treatment is house arrest in which juveniles must adhere to the same conditions as those placed on regular probation. House arrest, which is often tied with electronic monitoring, allows offenders sentenced to probation to remain in the community on condition that they stay at home during specific periods of the day.

Offenders can be monitored through random phone calls, visits, or the electronic devices given to him/her. The role of the parent is to ultimately become his/her guard and is held responsible to report violations, such as if the child were to sneak out of the house after curfew, for example. If the parent does not report such acts and the child is caught, in theory the parent could be held in contempt of court and the child returned to detention. It is important for juveniles to adhere to the house arrest oncept because although they are placed on strict rules, it allows them to be part of society instead of behind bars. A factor that can be linked to an issue that ultimately affects institutions is the lack of education that juveniles fail to receive. Granted juveniles whom are institutionalized receive treatment and rehabilitation in some way however majority of these juveniles fail to adhere to classes to help boost their knowledge as they become older.

As a result, most juveniles upon leaving an institution have no outside school education. It is important for the juvenile justice system to be concerned with this matter because more juveniles are lacking the proper education in order to further their potential career or education in a general aspect. Another factor that affects juvenile institutions is the lack of control over their environment as well as the disregard and disrespect that juveniles can face once they are institutionalized.

Since juveniles are surrounded only by people of their own age, many juveniles can succumb to disrespect or lack of respect for other juveniles. As a result, juveniles can become aggressive and violent and engage in dangerous behavior. It is important for the juvenile justice system to enforce positive conditions in which juveniles can ultimately reside in mainly so that in the future, violent types of behaviors will not arise. According to Juvenile Delinquency: The Core, “in the juvenile justice system is the equivalent of parole in the adult criminal justice system.

When juveniles are released from an institution, they may be placed in an aftercare program of some kind, so that those who have been institutionalized are not simply returned to the community without some transitional assistance. Whether individuals who are in aftercare as part of an indeterminate sentence remains in the community or return to the institution for further rehabilitation depends on their actions during the aftercare period. Aftercare is an extremely important stage in the juvenile justice process because few juveniles age out of custody. Furthermore, The Intensive Aftercare Program (IAP) model developed by David Altschuler and Troy Armstrong offers a Continuum of intervention for serious juvenile offenders returning to the community following placement. One type of intensive care used is facilitating youth-community interaction and involvement. Such ways are by probation, after school activities or supervision. Another type of intensive care is monitoring and testing the youths and the community on their ability to deal with each other productively and in a positive light.

By doing this, juveniles are monitored and able to deal with issues in a positive approach. These types of programs are based on the view that juveniles are responsible for their actions and have an obligation to society whenever they commit an offense. Under balanced probation restrictions are modified to the risk the juvenile offender presents to the community. The judiciary process has changed from a system that at first did not originally consider juveniles, to now, when juveniles have their own court proceedings, facilities, and even rules and laws. These types of programs will not only better juveniles but they will be able to make a name for themselves in society in the future.

References:

Brown, E. (2009). Your Child’s Development. Retrieved from: http://teens. about. com/od/glbtbasicsforteens/f/whatisgenderid. htm Friedrichs, E. (2009). Retrieved from: http:// teens. about. com/od/glbtbasicsforteens/f/whatisgenderid. htm Fitzgerald, (2003). The Center’s Project. Retrieved from: http://www. center. org/

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