CJS 240 Phoenix Course

CJS 240 Week 4 Checkpoint Case Study Critique Checkpoint (Appendix C)

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1. CheckPoint: Case Study Critique

· Read the case study provided in Appendix C.

· Write a 200- to 350-word response answering the following questions:

o What are some possible reasons caseworkers were not aware of the conditions in the Jackson home?

o From the information presented in the case study, determine whether the nine members of the Division of Youth and Family Services staff should have been fired. Why or why not?

o Was justice served in this case? Why or why not?

o Could this situation have been prevented? If so, how? If not, why?

CJS 240 Week 4 Assignment Gender and Family Assignment

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1. Assignment: Gender and Family

Ch. 6 & 7 discuss the influence gender and family have on delinquency. In addition, you have read briefly about gender and the juvenile justice system.

· Write a 700- to 1,050-word paper answering the following questions:

o How does gender affect delinquency?

Ÿ What are some current explanations for gender differences as they relate to delinquency?

o How does family affect delinquency?

Ÿ How does family makeup affect delinquency?

Ÿ How does family behavior influence delinquency?

o Are delinquent females treated differently than delinquent males by members of the juvenile justice system?

Ÿ Are they treated unfairly?

Ÿ Do they benefit from being female? Why or why not?

· Format your paper according to APA standards.

2. Post your paper as an attachment.

CJS 240 Week 3 DQ 1 and DQ 2

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1. Discussion Questions

· Describe a community in your city or state that currently exemplifies the concept of social disorganization. What solutions might you implement to revitalize that community?

· During the 1960s, social structure theories strongly influenced the development of delinquency prevention programs. Why did many of the earliest programs fail? What is being done differently today in the development of prevention programs?

CJS 240 Week 3 Checkpoint Sociological Theories Response

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1. CheckPoint: Sociological Theories Response

· Resource: pp. 101-105 of Juvenile Delinquency: The Core.

· Locate—by searching the Internet—federal, state, or local programs with elements that exemplify the application of each of the sociological theories listed below:

o Social structure theories

o Social process theories

o Social conflict theories

· Write a 100-word description of each program. You must have one program that exemplifies social structure theories, one that exemplifies social process theories, and one that exemplifies social conflict theories. Include each program’s main elements and explain the aspects of each program that address the focus of the relevant theory.

Cite your references in APA format.

CJS 240 Week 2 Checkpoint Delinquency Deterrence Response

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1. CheckPoint: Delinquency Deterrence Response

· Write a 300- to 350-word response explaining how the threat of punishment does or does not deter juvenile delinquency. Provide examples of general deterrence, specific deterrence, and situational crime prevention strategies. Additionally, identify which concepts of deterrence you believe offer the best method for controlling juvenile crime.

CJS 240 Week 2 Assignment Individual Theories Assignment

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1. Assignment: Individual Theories

· Resource: pp. 47-80 of Juvenile Delinquency: The Core.

· Write a 500- to 750-word paper explaining why some adolescents are motivated to commit crimes while others in similar circumstances are not. Support your explanation by applying at least two of the following individual theories of delinquency:

o Routine activities theory

o General deterrence theory

o Specific deterrence theory

o Biochemical theory

o Neurological theory

o Genetic theory

o Psychodynamic theory

o Behavioral theory

o Cognitive theory

· Format your paper according to APA standards.

· Cite at least two sources to support your explanation.

· Post your paper as a Microsoft Word attachment.

CJS 240 Week 1 DQ 1 and DQ 2

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1. Discussion Questions

· Are juveniles truly capable of understanding the seriousness and consequences of their actions? If so, at what age are they capable of understanding? At what age should juveniles be tried as adults? Explain your answers.

· Is the participation in delinquent activities a normal part of maturing or are there specific factors that initiate this behavior? If taking part in delinquent activities is part of maturing, what contributes to the progression from normal adolescent behavior to chronic offending? Explain your answers.

Saturday, 27 July 2013