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This is what is expected of us in this essay;
This assessment task is designed to assess the unit learning outcomes identified below, in particular those associated with the unit?s theme, Understanding the juvenile justice system. The specific learning outcomes that are being assessed in this task are:
1. Summarise the criminology literature relating to juvenile crime, patterns of offending and the impacts of societal responses to young people;
2. An ability to critically analyse discourses and practices deployed to control and prevent juvenile crime in Australia;
3. Demonstrated ability to apply their assessment and analysis (used above) to an evaluation of interventions for working with young people committing crimes.
Rationale
1. We want you to use criminological concepts and available research evidence to develop a better understanding of the risk factors that contribute to elevated rates of juvenile re-offending;
2. We want you to use your research to develop a critical appreciation of the positive and negative consequences of planned risk interventions designed to reduce crimogenic risk and need;
3. We want you to demonstrate an understanding of the current preferred policies and principles that guide the governance of young offenders in your analysis of interventions attempting to reduce the risk of re-offending;
4. We want to see evidence of your developing skills in appreciating the complex/cultural backgrounds that contribute to juvenile offending;
5. We want to see evidence of your developing critical skills that consider the uneven power relations between young offenders and the professionals who intervene into their lives (in particular, police officers and juvenile justice workers). This can be generally related to the in (direct) consequences of the interventions themselves, and, more specifically in terms of how representatives from the dominant culture may intervene in ways that adversely impact on others (that is, in terms of negative risk assessments premised on norms of conduct about young people, including possible intersections with race, ethnicity, class, gender, culture, sexuality or (dis)ability;
The question that has to be answered is:
Reducing the risk of offending:
Using current research evidence, identify and rank at least three of the top risks that are linked to a young person?s re-offending. Considering the juvenile justice system and its current trends, which current intervention do you think is most effective at reducing the risks of re-offending by young people?
Some of the sources we can use are but are not limited to:
(a) Little, S. & Allard, T. (2011) ?Responding to offending ? Youth justice system responses?, in A. Stewart et al (eds), Evidence based policy and practice in youth justice, Sydney: Federation Press, pp. 152- 168).
(b) Luke, G. and Lind, B. (2002) Reducing juvenile crime: Conferencing versus court, Crime and Justice Bulletin: Contemporary issues in crime and justice no 69, Sydney: NSW Bureau of Crime Statistics.
(c) McAra, L. & McVie, S. (2010) ?Youth crime and justice: Key messages from the Edinburgh Study of Youth Transitions and Crime?, Criminology and Criminal Justice, 10(1): 179-209.
(d) Ogilve, J. & Allard, T. (2011) ?Preventing reoffending ? Evidence-based rehabilitative programs and interventions?, in A. Stewart et al (eds), Evidence based policy and practice in youth justice, Sydney: Federation Press, pp. 134-151).
(e) Weatherburn, D., Cush, R. & Saunders, P. (2007) ?Screening juvenile offenders for further assessment and intervention?, Crime and Justice Bulletin, Contemporary Issues in Crime and Justice, No. 109.
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