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 Contents

Preface xiii The Status Offender in the Juvenile Justice

System 24
Reforming the Treatment of Status Offenders 25
Juvenile Delinquency: Prevention | Intervention |
Chapter One Treatment Southwest Key Programs 26
The Future of the Status Offense Concept 27
Childhood and Curfews 27
Disciplining Parents 29
Delinquency 1
The Risks and Rewards of Adolescence 3
The Problems of Youth 3
Chapter two
Focus on Delinquency Teen Risk Taking 4
Child Poverty 4
Health Problems 6
The Nature and Extent
Parental Separation and Divorce
Foster Care System 7
7 of Delinquency 32
Inadequate Education 7 Measuring Delinquency 33
Uniform Crime Report 33
What Does This Mean to Me? Older, but Wiser 7
Measuring Delinquency with Survey Research 35
Child Abuse and Neglect 8
National Crime Victimization Survey (NCVS) 35
Social Media and the Internet 9
Self-Report Surveys 36
Is There Reason for Hope? 10
Evaluating the Primary Data Sources 37
Juvenile Delinquency 10
Crime Trends in the United States 39
The Development of Childhood 11 Delinquency Arrest Trends 40
Custom and Practice in the Middle Ages 11 Victimization Trends 40
The Development of Concern for Children 12 Self-Reported Patterns and Trends 41
Childhood in America 13 What the Future Holds 42
Controlling Children 14
Correlates of Delinquency 43
Developing Juvenile Justice 14 The Time and Place of Delinquency 43
Juvenile Justice in the Nineteenth Century 14 Gender and Delinquency 43
Urbanization 15
Focus on Delinquency Shaping Teen Crime Trends 44
The Child-Saving Movement 15
Race and Delinquency 46
Development of Juvenile Institutions 16
Social Class and Delinquency 48
Society for the Prevention of Cruelty to
Age and Delinquency 49
Children (SPCC) 17
The Illinois Juvenile Court Act and Its Legacy 18 Chronic Offending: Careers in Delinquency 50
Reforming the System 19 Delinquency in a Birth Cohort 50
Delinquency and Parens Patriae 20 Stability in Crime: From Delinquent to Criminal 51
The Current Legal Status of Delinquency 20 What Causes Chronic Offending? 51
Legal Responsibility of Youths 21 Policy Implications 52
Is There a Bright Line Between Juveniles and Adults? 21 Juvenile Victimization 53
Status Offenders 22 What Does This Mean to Me? Aging and Wisdom 53
Origins of the Status Offense Concept 24 The Victims and Their Criminals 54

vi

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 Chapter three Chapter four

Individual Views of Sociological Views

Delinquency: Choice of Delinquency 96
and Trait 57 Social Factors and Delinquency 98
Interpersonal Interactions 98
Choice Theory 59 Social Conditions 98
Choosing Delinquent Acts 60 Poverty 98
Encouraging Delinquency 60 Racial Disparity 99
Focus on Delinquency Live for Today, Tomorrow Social Structure Theories 100
Will Take Care of Itself 62 Social Disorganization 101
Discouraging Delinquency 62 Anomie/Strain Theory 104
Routine Activities Theory 64 Cultural Deviance Theory 106
Choice Theory and Delinquency Prevention 66 Social Process Theories: Socialization
General Deterrence 66 and Delinquency 107
Specific Deterrence 66 Family Relations 107
Situational Crime Prevention 68
Focus on Delinquency The Code of the Street 108
What Does This Mean to Me? Does Punishment School 108
Work? 69 Peers 109
Are Choice Theories Valid? 71
What Does This Mean to Me? Tools That Can Make
Trait Theories: Biosocial a Difference 110
and Psychological Views 71 How Socialization Influences Delinquency 110
The Origins of Trait Theory 72 Social Learning Theories 111
Contemporary Trait Theory 73 Social Control Theories 112
Biosocial Theories of Delinquency 73 Social Reaction/Labeling Theories 113
Biochemical Factors 74 Critical Theory 116
Neurological Dysfunction 75 Law and Justice 116
Genetic Influences 78 The Cause of Delinquency 116
Psychological Theories of Delinquency 81 Theory and Delinquency Prevention 118
Psychodynamic Theory 81 Social Structure Theory and Delinquency
Behavioral Theory 84 Prevention 118
Professional Spotlight Julie Medlin, Ph.D. 85 Social Process Theories and Delinquency
Focus on Delinquency Violent TV, Violent Prevention 119
Kids? 86 Juvenile Delinquency: Prevention |
Cognitive Theory 86 Intervention | Treatment Homeboy
Personality and Delinquency 88 Industries 121
Intelligence and Delinquency 89 Critical Theories and Delinquency
Trait Theory and Delinquency Prevention 90 Prevention 122
Juvenile Delinquency: Prevention | Juvenile Delinquency: Prevention |
Intervention | Treatment Early Prevention Intervention | Treatment Restorative Justice
Pays Off 92 for Juveniles 124

Contents    vii

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 Chapter five Gender and Delinquency 160

Developmental Views
Juvenile Delinquency: Prevention | Intervention |
Treatment Friendly PEERsuasion 161

of Delinquency: Life Gender Patterns in Delinquency 162

Trait Views 163
Course, Latent Trait, Early Biological Explanations 163
Early Psychological Explanations 163
and Trajectory 127 Contemporary Trait Views 164
Contemporary Psychological Views 165
The Life Course View 129
Socialization Views 166
The Developmental Process 130
Early Views on Gender, Socialization, and
The Glueck Research 130
Delinquency 166
Life Course Concepts 131 Contemporary Views on Gender, Socialization,
Age of Onset 131 and Delinquency 167
Focus on Delinquency The Cambridge Study in Delinquent Focus on Delinquency Resilient Girls Can Avoid a Life
Development 132 of Crime 168
Problem Behavior Syndrome 134
Juvenile Delinquency: Prevention | Intervention |
Continuity of Crime and Delinquency 134
Treatment Practical Academic Cultural Educational
Age-Graded Theory 135 (PACE) Center 170
Turning Points in the Life Course 135
Feminist Views 171
Developing Social Capital 137
Liberal Feminism 171
Love, Marriage, and Delinquency 138
Critical Feminism 172
The Latent Trait/Propensity View 138
What Does This Mean to Me? Sexual Harassment 173
General Theory of Crime 139
Power-Control Theory 174
What Does This Mean to Me? Family Ties 139
Gender and the Juvenile Justice System 176
Focus on Delinquency Shared Beginnings, Divergent
Lives 140
What Makes People Delinquency Prone? 140
Testing the General Theory of Crime 142
Trajectory Theory 144
Chapter seven
Violent Delinquents 145
Pathways to Delinquency 145
The Family and
Age of Onset: Adolescent-Limited and Life Course
Persistent Offenders 146
Delinquency 179
Abstainers 148 The Changing American Family 181
Focus on Delinquency Maturation and Delinquency 148 Family Makeup 181
Child Care 182
Evaluating the Developmental View 149
Economic Stress 183
Developmental Theory and Delinquency
Prevention 150 The Family’s Influence on Delinquency 183
Juvenile Delinquency: Prevention | Intervention | Focus on Delinquency Economic Stress and
Treatment Across Ages 152 Delinquency 184
Family Breakup 185
Family Conflict 186
Focus on Delinquency The Nurture Assumption 188
Family Effectiveness 188
Chapter six What Does This Mean to Me? Do Teens Really

Gender and Delinquency 155

­ isten? 190
L
Family Deviance 190
Gender Differences in Development 157 Child Abuse and Neglect 192
Socialization Differences 157 Historical Foundation 192
Cognitive Differences 157 Defining Abuse and Neglect 193
Personality Differences 158 The Effects of Abuse 193
Emotional Differences 158 The Extent of Child Abuse 194
What Causes Gender Differences? 159 Causes of Child Abuse and Neglect 196

viii Contents

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 The Child Protection System: Philosophy Chapter nine
and Practice 197
Trial and Disposition 200
The Abused Child in Court 201
Schools and Delinquency 237

The School in Modern American Society 239

Abuse, Neglect, and Delinquency 203
Socialization and Status 239
The Cycle of Violence 204
Education Trends and Issues 240
Juvenile Delinquency: Prevention | Intervention | School Discipline 241
Treatment Homebuilders 205
Dropping Out 242
Why Do Students Drop Out? 242
Focus on Delinquency Race and Special Education 244
Academic Performance and Delinquency 246
Chapter eight The School Failure–Delinquency Connection 246

Peers and Delinquency: Correlates of School Failure 247

Delinquency in Schools 249
Juvenile Gangs and Bullying 250
School Shootings 251
Groups 208 Juvenile Delinquency: Prevention | Intervention |
Treatment Preventing School Bullying 252
Adolescent Peer Relations 210
Peers in the Life Course 210 What Does This Mean to Me? “Bully for You!” 254
Peers and Delinquency 211 The Causes of School Crime 254
Reducing School Crime 256
Youth Gangs 212
School Security Efforts 256
What Are Gangs? 212
How Did Gangs Develop? 213 Professional Spotlight Kevin Quinn 259
Contemporary Gangs 214 The Role of the School in Delinquency Prevention 259
Extent 215 Juvenile Delinquency: Prevention | Intervention |
Location 215 Treatment Career Academies 261
Migration 216 Legal Rights in the School 262
Formation 217 The Right to Personal Privacy 262
Leadership 217 Free Speech 264
Communication 217 School Discipline 266
Gangs in Cyberspace 218
Types of Gangs and Gang Boys 218
Cohesion 219
Age 219
Chapter ten
Focus on Delinquency Gangs on the Net: Internet
Banging 220
Gender 220
Drug Use and
Ethnic and Racial Composition 222 Delinquency 269
Criminality and Violence 226
Frequently Abused Drugs 271
What Does This Mean to Me? Music and Gangs 228 Marijuana and Hashish 271
Why Do Youths Join Gangs? 228 Cocaine 271
The Anthropological View 228 Heroin 272
The Social Disorganization/Sociocultural View 228 Alcohol 272
The Anomie/Alienation View 229 Other Drug Categories 273
The Trait View 229 Drug Use Today 276
The Life Course View 229 The Monitoring the Future (MTF) Survey 276
The Rational Choice View 230 The PRIDE Survey 277
Controlling Gang Activity 231 The National Survey on Drug Use and Health 277
Law Enforcement Efforts 232 Are the Survey Results Accurate? 277
Community Control Efforts 232 Why Do Youths Take Drugs? 278
Why Gang Control Is Difficult 233 Social Disorganization 278
Juvenile Delinquency: Prevention | Intervention | Peer Pressure 279
Treatment Cure Violence 234 Family Factors 279

Contents  ix

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 Genetic Factors 280 Graduated Sanctions 320
Emotional Problems 280 Institutional Programs 320
Problem Behavior Syndrome 281 Alternative Courts 321
Rational Choice 281 Juvenile Delinquency: Prevention | Intervention |
Pathways to Drug Abuse 281 Treatment Teen Courts 322
Adolescents Who Distribute Small Amounts of Drugs 282 The Future of Delinquency Prevention and Juvenile
Adolescents Who Frequently Sell Drugs 282 Justice 323
Teenage Drug Dealers Who Commit Other Delinquent
Acts 283
Losers and Burnouts 283
Persistent Offenders 284 Chapter twelve
Drug Use and Delinquency 284
Drugs and Chronic Offending 286 Police Work with
Explaining Drug Use and Delinquency
Drug Control Strategies 286
286
Juveniles 327
Law Enforcement Efforts 287 History of Juvenile Policing 328
What Does This Mean to Me? Reducing Drug Activity 288 Police and Juvenile Offenders 329
Education Strategies 289 Focus on Delinquency Juvenile Views About Police: A Call to
Focus on Delinquency D.A.R.E.: On the Road to Action 330
Recovery? 290 Police Roles 331
Community Strategies 290 Police and Violent Juvenile Crime 333
Treatment Strategies 291 Police and the Rule of Law 333
Juvenile Delinquency: Prevention | Intervention | The Arrest Procedure 334
Treatment Multisystemic Therapy 292 Search and Seizure 335
Harm Reduction 293 Custodial Interrogation 336
What Does the Future Hold? 294 Discretionary Justice 337
Environmental Factors 338
Police Policy 338
Situational Factors 339
Bias and Police Discretion 340
Chapter eleven
Police Work and Delinquency Prevention 342
Delinquency Prevention and Aggressive Law Enforcement 343
Police in Schools 343
Juvenile Justice Today 297 What Does This Mean to Me? The Debate over Police in
Delinquency Prevention 299 Schools 344
Classifying Delinquency Prevention 299 Community Policing 344
Problem-Oriented Policing 345
Early Prevention of Delinquency 301
Home-Based Programs 301 Future of Juvenile Policing 346

Focus on Delinquency Public Support for Delinquency Juvenile Delinquency: Prevention | Intervention |
Prevention 302 Treatment Pulling Levers Policing 347
Improving Parenting Skills 304
Preschool 305
Prevention of Delinquency in the Teenage Years 307 Chapter thirteen
Mentoring 308
School Programs 309
Job Training 311
Juvenile Court Process:
Juvenile Justice Today 312 Pretrial, Trial, and
The Juvenile Justice Process
Professional Spotlight Carla Stalnaker
313
316
Sentencing 351
Criminal Justice versus Juvenile Justice 317 The Juvenile Court and its Jurisdiction 352
A Comprehensive Juvenile Justice Strategy 319 Court Case Flow 352
Prevention 319 The Actors in the Juvenile Courtroom 353
Intervention 320 Professional Spotlight Lamont Christian Berecz 356

x Contents

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 Juvenile Court Process 357 Secure Corrections 396
Release or Detain? 357 History of Juvenile Institutions 396
The Intake Process 360 Juvenile Institutions Today: Public and Private 397
Diversion 361
What Does This Mean to Me? Community Treatment for
The Petition 363
Juvenile Offenders: Not in My Backyard 397
The Plea and Plea Bargaining 363
Population Trends 398
Transfer to the Adult Court 364 Physical Conditions 398
Waiver Procedures 365
The Institutionalized Juvenile 399
Due Process in Transfer Proceedings 365
Male Inmates 401
Should Youths Be Transferred to Adult Court? 367
Female Inmates 401
Focus on Delinquency Questions Raised About
Focus on Delinquency Mental Health Needs of Juvenile
Effectiveness of Juvenile Transfers to Adult Court
Inmates on the Rise 402
in Reducing Violence 368
Correctional Treatment for Juveniles 404
Juvenile Court Trial 371
Individual Treatment Techniques: Past and Present 405
Constitutional Rights at Trial 372
Group Treatment Techniques 405
Disposition 374
Educational, Vocational, and Recreational
Juvenile Sentencing Structures 376
Programs 406
The Death Penalty for Juveniles 377
Wilderness Programs 407
Life Without Parole for Juveniles 378
Juvenile Boot Camps 407
The Child’s Right to Appeal 379
Confidentiality in Juvenile Proceedings 380 Professional Spotlight Kristi Swanson 408

Future of the Juvenile Court 381 The Legal Right to Treatment 409
The Struggle for Basic Civil Rights 410
Juvenile Aftercare and Reentry 410
Supervision 411
Chapter Fourteen Aftercare Revocation Procedures 412

Juvenile Corrections: Future of Juvenile Corrections 412

Juvenile Delinquency: Prevention | Intervention |
Probation, Community Treatment Using the Intensive Aftercare Program (IAP)
Model 413
Treatment, and
Institutionalization 384
Notes 417
Juvenile Probation 386
Historical Development 387 Glossary 459
Expanding Community Treatment 387
Name Index 467
Contemporary Juvenile Probation 388
Duties of Juvenile Probation Officers 389 Subject Index 472
Probation Innovations 390
Intensive Supervision 390
Electronic Monitoring 391
Restorative Justice 392
Balanced Probation 393
Restitution 393
Residential Community Treatment 394

Contents  xi

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 Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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 PREFACE

Ashley Reynolds was a happy 14-year-old who loved sports, did well in school aca-
demically and socially, and enjoyed keeping a journal she intended her “future self”
to read. Her life was turned upside down when she became the victim of an online
predator who took advantage of her youth and vulnerability to terrorize her by de-
manding that she send him sexually explicit images. It started innocently when she
corresponded online with someone she thought was a teenage boy but escalated
when he demanded she send ever more explicit photos. When her parents discov-
ered her predicament and contacted authorities, an investigation led to the arrest of
26-year-old Lucas Michael Chansler, who victimized 350 teenage girls just like Ashley.
To conduct his sextortion, Chansler used multiple personas and dozens of fake
screen names—such as “HELLOthere” and “goodlookingguy313”—to dupe girls
aged 13 to 15 in 26 U.S. states, Canada, and the United Kingdom. Pretending to be
a 15-year-old boy, he trolled popular online social media sites in order to strike up
relationships with teenage girls. He convinced hundreds of them to send revealing
photos, and then used the photos to threaten them with exposure, demanding they
send more sexually explicit photos.
Once a complaint was filed by Ashley’s parents, Chansler was tracked down
and his computer seized. A law enforcement task force was formed to identify and
locate his other victims. One victim was located through a picture of her and her
friends standing in front of a plate glass window at their school. Reflected in the
glass was the name of the school, which led to her identification. Another victim
was found through a radio station banner seen hanging on her bedroom wall. The
station’s call letters led to a city and, eventually, to the victim. More than 250 inves-
tigators, analysts, victim specialists, child forensic interviewers, and community child
advocacy centers were involved in locating and interviewing the known victims, but
many still remain unidentified and still living in fear.
When law enforcement agents interviewed Chansler, they asked why he selected
that age group; he told them “older girls wouldn’t fall for his ploy.” He eventually
pleaded guilty to multiple counts of child pornography production and was sent to
prison for 105 years.1
Ashley’s plight and Chansler’s crimes aptly show the difficult road adolescents
must now navigate in a rapidly changing society. They must cope with technology
that allows adult predators to victimize children in their own homes via the Internet.
Unlike their parents’ generation, today’s youth must be on the lookout for these chat
room predators who want to lure kids into sexual encounters or involve them in the
commercial sex trade itself. The U.S. Department of Justice estimates that as many
as 100,000 children are currently involved in prostitution, child pornography, and
trafficking, but the true number may be in the millions. In addition, adolescents face
a variety of serious social problems, ranging from educational deficiencies to income
inequality. They routinely experience family breakup and substance abuse, and many
are forced to live in communities where crime and violence are daily occurrences. It
is not surprising considering these challenges that some kids fall prey to the lure of
juvenile delinquency, getting involved in theft, violence, and substance abuse.
1
Source: FBI, “Sextortion,” July 7, 2015, [Link]/news/stories/2015/july/sextortion/sextortion.

   xiii

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 We have written Juvenile Delinquency: The Core to help students understand the
nature of juvenile delinquency, its cause, and correlates, as well as the current strate-
gies being used in its prevention and control. Our text also reviews the legal rules
that have been set down to either protect innocent minors or control adolescent mis-
conduct: Can children be required to submit to drug testing in school? Can teachers
search suspicious students or use corporal punishment as a method of discipline?
Should children be allowed to testify on closed circuit TV in child abuse cases? Can
the death penalty be used on juveniles who kill? Can a child go to prison for life?
Because the study of juvenile delinquency is a dynamic, ever‑changing field of
scientific inquiry and because the theories, concepts, and processes of this area of
study are constantly evolving, we have revised Juvenile Delinquency: The Core to
include changes, events, and conditions that have taken place during the past few
years. This new edition includes a review of recent legal cases, research studies, and
policy initiatives. We analyze and describe the nature and extent of delinquency,
the suspected causes of delinquent behavior, and the environmental influences on
youthful misbehavior. We also cover what most experts believe are the most crucial
policy issues in the treatment of juveniles who come before the law, including the
use of pretrial detention, waiver to adult court, and sentencing as an adult.

Goals and Objectives

Our primary goals in writing this edition remain the same as in the previous e­ ditions:
1. To be as objective as possible, presenting the many diverse views and perspec-
tives that characterize the study of juvenile delinquency and reflect its interdis-
ciplinary nature. We take no single position nor espouse a particular viewpoint
or philosophy.
2. To maintain a balance of research, theory, law, policy, and practice. It is essential
that a text on delinquency not solely be a theory book without presenting the
juvenile justice system or contain sections on current policies without examin-
ing legal issues and cases.
3. To be as thorough and up‑to‑date as possible. We have attempted to include the
most current data and information available.
4. To make the study of delinquency interesting as well as informative. We want to
encourage reader interest in the study of delinquency so that they will pursue it
on an undergraduate or graduate level.
We have tried to provide a text that is both scholarly and informative, compre-
hensive yet interesting, well organized and objective, as well as provocative and
thought provoking.

Organization of the Text

The sixth edition of Juvenile Delinquency: The Core has 14 chapters:
Chapter 1 Childhood and Delinquency contains extensive material on the history
of childhood and the development of the juvenile justice system. We examine the
legal concepts of delinquency and status offending. This material enables students
to understand how the concept of adolescence evolved over time and how that
­evolution influenced the development of the juvenile court and the special status of
­delinquency.
Chapter 2 The Nature and Extent of Delinquency covers the measurement of
­ elinquent behavior, trends and patterns in teen crime, and also discusses the cor-
d
relates of delinquency, including race, gender, class, and age and chronic offending.

xiv Preface

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Chapter 3 Individual Views of Delinquency: Choice and Trait covers individual level
views of the cause of delinquency, which include choice, biological, and p
­ sychological
theories.
Chapter 4 Sociological Views of Delinquency looks at theories that hold that
e­ conomic, cultural, and environmental influences control delinquent behavior.
These include structure, process, reaction, and conflict theories.
Chapter 5 Developmental Views of Delinquency covers developmental theories of
delinquency, including such issues as the onset, continuity, and termination of a
­delinquent career.
Chapter 6 Gender and Delinquency explores the sex-based differences that are
thought to account for the gender patterns in the delinquency rate.
Chapter 7 The Family and Delinquency covers the influence of families on children
and delinquency. The concept of child abuse is covered in detail, and the steps in the
child protection system are reviewed.
Chapter 8 Peers and Delinquency: Juvenile Gangs and Groups reviews the effect
peers have on delinquency and the topic of teen gangs.
Chapter 9 Schools and Delinquency looks at the influence of schools and the
­education process as well as delinquency within the school setting.
Chapter 10 Drug Use and Delinquency reviews the influence drugs and substance abuse
have on delinquent behavior and what is being done to reduce teenage drug use.
Chapter 11 Delinquency Prevention and Juvenile Justice Today examines the role
of prevention programs and juvenile justice in contemporary American society. It
overviews key features of delinquency prevention and reviews the effectiveness of
delinquency prevention programs for children and adolescents. It also covers the
major stages in the juvenile justice process, the differences between the adult and
juvenile justice systems, and a comprehensive juvenile justice strategy.
Chapter 12 Police Work with Juveniles discusses the role of police in delinquency
prevention. It covers legal issues such as major court decisions on searches and
the ­Miranda rights of juveniles. It also contains material on race and gender effects
on ­police discretion as well as efforts by police departments to control delinquent
behavior.
Chapter 13 Juvenile Court Process: Pretrial, Trial, and Sentencing contains informa-
tion on plea bargaining in juvenile court, the use of detention, transfer to adult
court. It contains analysis of the critical factors that influence the waiver decision,
the juvenile trial, and sentencing.
Chapter 14 Juvenile Corrections: Probation, Community Treatment, and Institution-
alization covers material on probation and other community dispositions, including
restorative justice and secure treatment. There is an emphasis on legal issues such as
the right to treatment, juvenile aftercare, and reentry.

What’s New in this Edition

Chapter 1 now includes data on the foster care system, which has expanded rapidly
as families undergo divorce, separation, and breakup. The Focus on Delinquency
feature “Teen Risk Taking” has been updated with recent data collected by the
Centers for Disease Control and Prevention (CDC) annual Youth Risk Behavior
Survey (YRBS), which monitors health-risk behaviors among youth and young
adults. Simon Singer’s analysis of teen behavior in America’s safest city is discussed.
There is new information on the U.S. educational system that, according to the
Children’s Defense Fund, is in trouble because nearly 60 percent of all fourth and

Preface  xv

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 eighth grade public school students cannot read or compute at grade level. We have
a new section on cyberbullies, who navigate the Net and utilize technology in a way
that allows them to harass people by sending emails or instant messages or post-
ing slanderous messages on social networking sites. There is information on DNA
collection from juveniles following a delinquency adjudication in juvenile court. A
new section entitled “Is There a Bright Line Between Juveniles and Adults?” looks
at the issue of whether adolescents who commit serious crimes should be treated
equally as adults. A new exhibit sets out some current status offense laws. A new
­Juvenile Delinquency: Prevention/Intervention/Treatment feature looks at the
Southwest Key Programs, a national organization that provides a variety of pro-
grams that serve over 200,000 youth and their families annually. Finally, we cover
recent research on the incarceration of status offenders and policy measures to
­improve their ­treatment.
Chapter 2 updates all the key data on the nature and extent of juvenile delinquency.
The sections on race and gender trends have also been updated.
Chapter 3 now includes a section on parental monitoring, a concept that holds that
effective monitoring by parents reduces the likelihood that kids will commit crime.
A new section on limited opportunity shows that the greater opportunity kids have
to commit delinquency the more likely they are to engage in illegal acts. We look
at the issue of social concern, a view put forth by sociologist Robert Agnew that
­suggests that most people are naturally socially concerned and are taught from
an early age to respect the rights of others. The theoretical association between
­delinquency and genes is updated and discussed in greater detail.
Chapter 4 covers the fact that the wealth gap has now reached record high levels.
A new feature on restorative justice for juveniles examines one of the numerous
restorative justice initiatives that target juvenile offenders.
Chapter 5 updates a Focus on Delinquency feature covering the Cambridge Study
in Delinquent Development and includes the newest research. Another Focus on
Delinquency feature, “Maturation and Delinquency,” discusses the development of
impulse control and future orientation.
Chapter 6 now covers emotional differences between boys and girls and how they
regulate their emotions and feelings; research shows that in many situations gen-
der differences in emotionality are narrow. A Prevention/Intervention/Treatment
­feature covers the Friendly PEERsuasion program, which helps girls deal with
emotional and social pressures that contribute to substance abuse. A new section
called “Why Is the Gender Gap Narrowing?” looks at recent trends in the ­juvenile
delinquency rate and why boys and girls are now committing the same type of
­offenses. A new section on peer interaction examines how physical attractiveness
and ­sociability—traits that should otherwise be valued—may actually harm young
girls. Another new section looks at how the onset of deviance is likely to occur when
young women are prematurely thrust into adult roles and responsibilities. A new
exhibit looks into the lives of sex trafficking victims. Another new section on girls
in the juvenile justice system shows how girls are still disadvantaged if their behav-
ior is viewed as morally incorrect by government officials or if they are considered
­beyond parental control.
Chapter 7 looks at the newest data on the changing and evolving American family.
New data on the association between family functioning and crime are presented,
including changes and trends in the divorce rate and how children are being cared
for today. There is an analysis of the Homebuilders program, an in-home, i­ntensive
family preservation service (IFPS) and reunification program for families with
­children newborn to 17 years old.
Chapter 8 presents the latest data on gangs, including the fact that there has been
a 15 percent increase in gang membership since 2006 and that 850,000 youths

x vi Preface

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 now belong to gangs. There is a new section on prison gangs and street gangs that
confronts the close association between these groups. The Focus on Delinquency
feature “Gangs on the Net: Internet Banging” shows how gang members use the
Internet and social networking sites and are now involved in online crime and
deviance. There is information on newly emerging types of gang activity that now
includes falsified tax returns and the attempt to funnel tax refunds through fam-
ily members. There is a new section on the life course view of gang formation. A
Prevention/Intervention/Treatment feature looks at the Cure Violence program,
an effective community approach to preventing and reducing gang violence.
Chapter 9 provides new data on school success and delinquency. Information on the
current status of the American educational system has been updated. The latest on
gangs in schools and school violence is provided. A number of new school-based
delinquency prevention programs are featured.
Chapter 10 updates recent trends and patterns in juvenile drug use based on three
national surveys, including the large-scale Monitoring the Future (MTF) survey.
The chapter covers the latest research on the effects of medical marijuana laws on
­juvenile drug use. It updates research on the major explanations for why youths
take drugs, including peer pressure and rational choice, and updates research on why
­juveniles sell drugs. The chapter also includes new material on effective p
­ rograms
for reducing juvenile drug use.
Chapter 11 includes the latest evaluation findings on delinquency prevention
­ rograms for children, families, and teens, and updates material on public support
p
for delinquency prevention programs. We expanded coverage of the comprehensive
juvenile justice strategy and highlight the new Department of Justice findings on
teen drug courts.
Chapter 12 presents new research on juveniles’ attitudes toward the police and
updates statistics on the handling of juvenile offenders by the police, which show
that two-thirds of all juveniles who are arrested are referred to juvenile court. The
chapter includes new research on training police in procedural justice and reviews
the latest developments following Ferguson, including the President’s Task Force on
21st Century Policing. The chapter also reports on the latest findings on what works
in police efforts to prevent juvenile crime.
Chapter 13 includes the latest statistics on the juvenile court case flow, from the
decision to release or detain, to waivers to adult court, to juvenile court dispositions,
and presents new research on plea bargaining. It updates material on the effective-
ness of transfers to adult court. The chapter also includes new studies on the latest
Supreme Court ruling on life without parole for juvenile offenders.
Chapter 14 reports on the latest trends in juvenile probation and incarceration. It
examines new research on restorative justice and economic sanctions for juvenile
offenders. It revisits the gender gap in correctional treatment for juvenile offenders.
The chapter also reports on the latest research findings on what works for treating
juvenile offenders in the community and in correctional settings.

Learning Tools
The text contains the following features designed to help students learn and
­comprehend the material:

Chapter Outline and Learning Objectives

Each chapter begins with an outline. There is a list of key learning objectives, which
appear again in the appropriate sections within the chapter.

Preface  xvii

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Success Story (“Real Cases/Real People”)
Each chapter opens with a vignette describing a real-life situation in which an
­at-risk youth worked his or her way out of delinquency. These real-life stories are
then tied to the material in the chapter with thought-provoking critical thinking
boxes (“Looking Back to ___’s Story”).

Concept Summary
This feature is used throughout the text to help students review material in an
­organized fashion.

Checkpoints
Summaries of key points from preceding sections appear in each chapter.

What Does This Mean to Me?

These are short yet provocative discussions designed to provoke student interest,
interaction, and analysis.

Focus on Delinquency
As in previous editions, these boxed inserts focus attention on topics of special
­importance and concern. For example, in Chapter 4, a Focus on Delinquency ­feature
entitled “The Code of the Street” reviews Elijah Anderson’s widely cited view of
the interrelationship of culture and behavior.

Professional Spotlight
These boxes focus on the careers of people working in the field of juvenile
­delinquency so that students can get a here-and-now glimpse of what professional
opportunities are available in the area of delinquency treatment, prevention, and
intervention. Featured in Chapter 14, for example, is Kristi Swanson, a teacher in
the Idaho prison juvenile unit.

Juvenile Delinquency: Prevention/Intervention/Treatment

These boxes discuss major initiatives and programs. For example, the ­evidence-based
program of multisystemic therapy is profiled in Chapter 10.

Weblinks
In the margins of every chapter are links to websites that can be used to help students
enrich their understanding of important issues and concepts found within the text.

Chapter Summary
Each chapter ends with a summary of key concepts from the chapter.

Key Terms
Key terms are defined throughout the text when they appear in a chapter.

Questions for Review

Each chapter now has review questions that determine whether students have
­retained key concepts from the chapter and help them prepare for tests.

x viii Preface

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Questions for Discussion
Each chapter ends with thought-provoking discussion questions.

Applying What You Have Learned

This feature provides students with an intriguing hypothetical dilemma and asks
them to write an essay solving the problem or addressing the issue using the
­knowledge they acquired in the chapter.

Running Glossary
A glossary is included which sets out and defines key terms used in the text. The
definitions appear in the text margin where the concept is introduced, as well as in
the comprehensive glossary at the end of the book.

Ancillaries
An extensive package of supplemental aids accompanies this edition of Juvenile
Delinquency: The Core. They are available to qualified adopters. Please consult your
local sales representative for details.

For the Instructor

Online Instructor’s Manual The manual includes learning objectives, key terms,
a detailed chapter outline, student activities, and media tools. The l­earning
­o bjectives are correlated with the discussion topics, student activities, and
­m edia tools. The manual is available for download on the password-protected
website and can also be obtained by e-mailing your local Cengage Learning
­representative.
Online Test Bank Each chapter of the test bank contains questions in
­ ultiple-choice, true/false, completion, and essay formats, with a full answer key.
m
The test bank is coded to the learning objectives that appear in the main text,
references to the section in the main text where the answers can be found, and
Bloom’s taxonomy. Finally, each question in the test bank has been carefully
reviewed by experienced criminal justice instructors for quality, accuracy, and
content coverage. The Test Bank is available for download on the password-­
protected website and can also be obtained by e-mailing your local Cengage
Learning representative.
Cengage Learning Testing, Powered by Cognero This assessment software is a flex-
ible, online system that allows you to import, edit, and manipulate test bank content
from the Juvenile Delinquency: The Core, 6th Edition test bank or elsewhere, includ-
ing your own favorite test questions; create multiple test versions in an instant; and
deliver tests from your LMS, your classroom, or wherever you want.
Online PowerPoint® Lectures Helping you make your lectures more engaging while
effectively reaching your visually oriented students, these handy Microsoft Power-
Point slides outline the chapters of the main text in a classroom-ready presentation.
The PowerPoint slides are updated to reflect the content and organization of the
new edition of the text and feature some additional examples and real-world cases
for application and discussion. Available for download on the password-protected
instructor companion website, the presentations can also be obtained by e-mailing
your local Cengage Learning representative.

Preface  xix

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 For the Student
MindTap™ for Juvenile Delinquency With MindTap Criminal Justice for Juvenile
­Delinquency: The Core, you have the tools you need to better manage your l­imited
time, with the ability to complete assignments whenever and wherever you are
ready to learn. Course material that is specially customized for you by your instruc-
tor in a proven, easy-to-use interface keeps you engaged and active in the course.
MindTap helps you achieve better grades today by cultivating a true understand-
ing of course concepts, with a mobile app to keep you on track. With a wide a­ rray
of course-specific tools and apps—from note taking to flashcards—you can feel
­confident that MindTap is a worthwhile and valuable investment in your education.
You will stay engaged with MindTap’s video cases and career scenarios and remain
motivated by information that shows where you stand at all times—both individu-
ally and compared to the highest performers in class. MindTap eliminates the guess-
work, focusing on what’s most important with a learning path designed specifically
by your instructor and for your Juvenile Delinquency course. Master the most
­important information with built-in study tools such as visual chapter summaries
and integrated learning objectives that will help you stay organized and use your
time efficiently.

Acknowledgements
The preparation of this text would not have been possible without the aid of
­C arolyn Henderson Meier, who is extremely patient and always helpful. The
fabulous Shelley Murphy is the world’s most wonderful content developer; we
would be lost without her guidance. We would like to give special thanks to our
terrific and supportive content project manager, Christy Frame. The fantastic
­L unaea ­Weatherstone, the copy editor, did a thorough job, and it was a great
pleasure to work with her, as always. Kim Adams Fox, our photo development
editor, is always creative and enthusiastic. Special thanks to Sema Taheri for
­excellent ­research assistance.
Larry Siegel
Brandon Welsh

xx Preface

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 C hapter
1
Childhood and Delinquency
Spencer Platt/Getty Images News/Getty Images

CHAPTER OUTLINE LEARNING OBJECTIVES

The Risks and Rewards of Adolescence Development of Juvenile Institutions 1. Analyze the risks faced by
Society for the Prevention of Cruelty
The Problems of Youth
to Children (SPCC)
youth in American culture.
Focus on Delinquency / Teen Risk Taking
Child Poverty The Illinois Juvenile Court Act and 2. List the major events in
Its Legacy
Health Problems the history of childhood.
Parental Separation and Divorce Reforming the System
Foster Care System Delinquency and Parens Patriae 3. Trace the history and
Inadequate Education The Current Legal Status of purpose of the juvenile
Child Abuse and Neglect Delinquency
Legal Responsibility of Youths justice system.
Social Media and the Internet
Is There Reason for Hope? Is There a Bright Line Between 4. Evaluate the effectiveness
Juveniles and Adults?
Juvenile Delinquency of the early juvenile court.
Status Offenders
The Development of Childhood Origins of the Status Offense Concept 5. Contrast the treatment of
Custom and Practice in the
Middle Ages
The Status Offender in the Juvenile juvenile delinquents and
Justice System
The Development of Concern Reforming the Treatment of Status status offenders.
for Children Offenders
Childhood in America Juvenile Delinquency / Intervention:
Controlling Children Southwest Key Program
Developing Juvenile Justice The Future of the Status Offense
Juvenile Justice in the Nineteenth Concept
Century Curfews
Urbanization Disciplining Parents
The Child-Saving Movement

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Aaliyah’s Story
Aaliyah Parker ran away from home at the age of 17. was able to detoxify her body and engage in intensive
She struggled with family issues and felt she could no counseling. The program also provided family therapy
longer live with her mother, stepfather, and younger through phone counseling for Aaliyah’s mother, allowing
siblings in their California home. Arriving in Colorado the family to reconnect. Despite this renewed contact,
with no family support, no money, and no place to live, returning home was not an option for Aaliyah.
she joined other runaway adolescents, homeless on the Aaliyah contacted a group home run by a local
streets. Aaliyah began using drugs and was eventually church that takes runaway adolescents through county
Real Cases/Real People

arrested and detained at a juvenile detention center for placements and provides a variety of services for clients
possession of methamphetamines and providing false and their families. Aaliyah entered the group home, was
information to a police officer. able to get her high school diploma, and eventually
When Aaliyah entered the juvenile justice system enrolled in an independent living program that assisted
she was a few months from turning 18. Due to issues her in finding a job and getting her own apartment.
of jurisdiction, budget concerns, and Aaliyah’s age, Aaliyah has remained in contact with her juvenile case
system administrators encouraged the case worker worker. Although she has struggled with her sobriety
assigned to Aaliyah to make arrangements for her to on occasion, she has been able to refrain from using
return to her family in California. The case worker could methamphetamines. Her case worker continues to
see that Aaliyah had a strong desire to get her life back encourage Aaliyah and has been an ongoing source
on track. She needed assistance, but the cost of her of support, despite the fact that the client file was
treatment would be over $3,000 per month, and the closed several years ago. Aaliyah’s success can be
county agency’s budget was already stretched. She credited to the initial advocacy of her case worker, the
was transported from the juvenile detention center to a effective interventions, and to the strong determination
90-day drug and alcohol treatment program where she demonstrated by this young woman.

There are now about 75 million children in the United States under age 17—about
24 percent of the population—many of whom share some of the same problems
as Aaliyah.1 Thousands become runaways and wind up on the streets where their
safety is compromised, and they may turn to drugs, alcohol, and crime as street sur-
vival strategies. Simply spending time on the streets increases their likelihood for
violence.2
The present generation of adolescents faces many risks. They have been de-
scribed as cynical, preoccupied with material acquisitions, and uninterested in cre-
ative expression.3 By age 18, the average American adolescent has spent more
time in front of a television set than in the classroom. In the 1950s, teenagers were
reading comic books, but today they watch TV shows, play video games, and at-
tend films that rely on graphic scenes of violence as their main theme; each year
they may see up to 1,000 rapes, murders, and assaults. When they are not texting
and tweeting, teens are listening to rap songs that espouse violence, even by such
mainstream artists as Eminem, who warns fellow singer Iggy Azalea in the song
“Vegas” (2014):
So swallow my pride you’re lucky just to follow my ride.
If I let you run alongside the Humvee.
Unless you’re Nicki, grab you by the wrist, let’s ski.
So what’s it gon’ be? Put that s*** away Iggy.
You don’t wanna blow that rape whistle on me.
Squee! I love it. ’Fore I get lost with the gettin’ off.
Such explicit lyrics routinely describe substance abuse and promiscuity and glo-
rify the gangsta lifestyle. How does exposure to this music affect young listeners?
Should we be concerned? Maybe we should. Research has found that kids who listen

2  Chapter 1

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 to music with a sexual content are much more likely to engage in precocious sex
than adolescents whose musical tastes run to Chris Tomlin or Carrie Underwood.4

The Risks and Rewards of Adolescence

The problems of American society have had a significant effect on our nation’s
youth. Adolescence is a time of trial and uncertainty, a time when youths experience
anxiety, humiliation, and mood swings. During this period, the personality is still
developing and is vulnerable to a host of external factors. Adolescents also undergo
a period of rapid biological development. During just a few years’ time, their height,
weight, and sexual characteristics change dramatically. Two hundred years ago girls
matured sexually at age 16, but today they do so at 12.5 years of age. Although they
may be capable of having children as early as 14, many youngsters remain emotion-
ally immature long after reaching biological maturity. At age 15, a significant num-
ber of teenagers are unable to meet the responsibilities of the workplace, the family,
and the neighborhood. Many suffer from health problems, are underachievers in
school, and are skeptical about their ability to enter the workforce and become pro-
ductive members of society.
In later adolescence (ages 16 to 18), youths may experience a crisis that psy-
chologist Erik Erikson described as a struggle between ego identity and role dif-
fusion. Ego identity is formed when youths develop a firm sense of who they are
and what they stand for; role diffusion occurs when youths experience uncertainty
and place themselves at the mercy of leaders who promise to give them a sense of
identity they cannot mold for themselves.5 Psychologists also find that late adoles-
cence is dominated by a yearning for independence from parental control.6 Given
this mixture of biological change and desire for autonomy, it isn’t surprising that
the teenage years are a time of conflict with authority at home, at school, and in the
community.
The teen years bring many new risks—including some that are life-threatening.
Each year about 11,000 teens lose their lives from illness but also from such unex-
pected and preventable events as motor vehicle accidents, homicide, and suicide. It
is estimated that three-quarters of teen deaths are due to preventable causes, yet LO1 Analyze the risks faced by
little is being done to reduce the death rate.7 Youths considered at risk to these youth in American culture.
damaging social, emotional, and physical outcomes are those who engage in danger-
ous conduct, such as drug abuse, alcohol use, and precocious sexuality. Although
ego identity According
it is impossible to determine precisely the number of at-risk youths in the United
to Erik Erikson, ego identity is
States, at least 10 million American teens fall in this category. The risks facing young
formed when persons develop a
people in contemporary society and the factors that cause them to take risks are the
firm sense of who they are and
subject of the accompanying Focus on Delinquency feature.
what they stand for.
role diffusion According
The Problems of Youth to Erik Erikson, role diffusion
occurs when youths spread
While the United States may be one of the world’s wealthiest nations, teens today themselves too thin, experience
face a myriad of social, personal, educational, and financial problems that impede personal uncertainty, and place
their development. Typically the most pressing problems facing American youth themselves at the mercy of
include: leaders who promise to give
them a sense of identity they
●● Child poverty cannot develop for themselves.
●● Inadequate health care at-risk youths Young
●● Parental separation and divorce people who are extremely
●● Foster care system vulnerable to the negative
consequences of school failure,
●● Inadequate educational attainment
substance abuse, and early
●● Abuse and neglect sexuality.
●● Coping with the modern world8

The Problems of Youth   3

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Focus on
Delinquency

Teen Risk Taking

Teens are risk takers. The Centers who had been in a physical fight at among the high school students who
for Disease Control and Prevention least once during the past 12 months are currently sexually active, condom
(CDC) sponsors an annual Youth decreased from 42 percent to 25 per- use also has declined from 63 percent
Risk Behavior Surveillance (YRBS) cent. Fights on school property have in 20 03 to 59 percent in 20 13. This
that monitors health-risk behav- been cut in half during the past decline follows a period of increased
iors among youth and young adults. 20 years, with 16 percent of high condom use throughout the 1990s and
Among the risky behaviors measured school students having been in a fight early 2000s.
include dangerous driving habits, to- on school property in 1993 compared Kids are more distracted than ever
bacco, alcohol and other drug use, and to 8 percent in 2013. Fewer kids are before, one reason educational success
sexual behaviors that contribute to contemplating suicide, down to 17 per- has been muted. On a positive note,
unintended pregnancy. Results from cent from 29 percent in 1991; how- the percentage of high school students
the most recent (2013) YRBS show ever, more kids are physically harming who watch three or more hours of TV
mixed results have been accrued over themselves in suicide attempts (about on an average school day decreased
the past two decades. On the plus side, 2.7 percent). from 43 percent in 1999 to 32 percent
the smoking rate among high school While these trends are positive, in 2013. Taking up the slack has been
students has dropped to the lowest adolescents are still engaging in risky computer use: during the past 10 years,
recorded level since 1991; about behaviors. Among high school stu- the percentage of high school students
16 percent of students now smoke on dents who had driven a car or other using a computer three or more hours
a regular basis. There was a signifi- vehicle during the past 30 days, per day (for non–school related work)
cant decline from 2007 to 2013 in the 41 percent of students text or email nearly doubled—from 22 percent in
percentage of high school students while driving. There were also mixed 2003 to 41 percent in 2013.
drinking soda (or pop) one or more results regarding youth sexual risk Most teens are risk takers even
times per day—from 34 percent to behaviors. The percentage of high if they live in upper-class suburban
27 percent. school students who are currently towns that on the surface appear safe
Significant progress also has been sexually active (had sexual inter- and crime free. Criminologist Simon
made in reducing physical fighting course during the past three months) Singer’s recent analysis of delinquency
among adolescents. Since 1991, the has declined from 38 percent in 1991 in Amherst, New York—considered a
percentage of high school students to 34 percent in 20 13. However, very safe enclave—shows that while

Child Poverty
Poverty in the United States is more prevalent now than in the late 1960s and early
1970s, and has escalated rapidly since 2000. While poverty problems have risen for
nearly every age, gender, and race/ethnic group, the increases in poverty have been
most severe among the nation’s youngest families (adults under 30), especially
those with one or more children present in the home. Today somewhere between
14 and 16 million children in America are considered poor, living in families with
incomes below the federal poverty level—about $24,000 per year for a family of
four. Of these, 7 million children live in extreme poverty, which today means liv-
ing on less than $11,800 for a family of four; the younger the child, the more likely
they are to live in extreme poverty.9 But the federal poverty level is unrealistic, and
a family of four needs more than $24,000 per year to meet basic needs; as a result,
about 45 percent of all American children can be considered living in low-income
families.10

4  Chapter 1

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 the violence and gangs present in planning a future is problematic in a Critical Thinking
the inner cities may not be a prob- society where job elimination and cor-
lem in the suburbs, adolescents there porate downsizing are accepted busi- 1. Should there be a major
are still struggling to make their way ness practices, and divorce and family national effort to restore these
in a complex and technologically ad- restructuring are epidemic. In some troubled youths using a holistic,
vanced world. While violent crime is elements of society, kids believe they nonpunitive approach that
rare here, risky behaviors such as petty have no future, leaving them to ex- recognizes the special needs of
delinquency and drug use are com- periment with risky alternatives, such children. How would you convince
monplace; self-destructive behaviors, as drug dealing or theft. Feeding risk kids to stop taking risks?
including suicides, are also not un- taking is our culture of consumerism. 2. Do you agree that elements of
common. Those youths who can find Even in high school, peer respect is contemporary society cause kids
support from caring adults at home, bought through the accumulation of to take risks, or is it possible
school, and the athletic field are the material goods. For those kids whose that teens are natural risk takers
ones most likely to avoid unwarranted families cannot afford to keep up, de- and their risky behavior is a
risks—a concept Singer calls relational linquent behavior may be a shortcut biological reaction to “raging
modernity. to getting coveted name-brand clothes hormones”?
Research has shown that many and athletic shoes.
Writing Assignment Everyone has taken
adolescents may be too immature to As children mature into adults, the
risks in their life and some of us have
understand how dangerous risk tak- uncertainty of modern society may
had to face the consequences. Write an
ing can be and are unable to properly prolong their risk-taking behavior.
essay detailing one of your riskiest be-
assess potential danger. Consequently, Jobs have become unpredictable, and
haviors and what you learned from the
many crave behaviors considered many undereducated and undertrained
experience.
emotionally edgy, dangerous, exciting, youths find themselves competing for
challenging, volatile, and potentially the same low-paying job as hundreds
emotionally, socially, and financially of other applicants; they are a “surplus Sources: Simon Singer, America’s Safest City:
costly—even life threatening seems product.” They may find their only al- ­D e l i n q u e n c y a n d M o d e r n i t y i n S u b u r b i a
(New York: NYU Press, 2014); Centers for Dis-
quite appealing to youth who are test- ternative for survival is to return to ease Control and Prevention (CDC), Youth
ing their limits. Youths commonly be- their childhood bedroom and live off Risk Behavior Surveillance—United States, 2013,
come involved in risky behavior as their parents. Under these circum- [Link]/mmwr/pdf/ss/[Link] (accessed
August 20 15); Nanette Davis, Youth Crisis:
they negotiate the hurdles of adoles- stances, risk taking may be a plausible ­G rowing Up in the High-Risk Society (New York:
cent life, learning to drive, date, drink, alternative for fitting in in our con- Praeger/Greenwood, 1998).
work, relate, and live. They find that sumer-oriented society.

Which kids live in poverty? Minority kids are much more likely than white,
non-Hispanic children to experience poverty, though because of their numerical
representation, there are actually a larger number of poor white children in the pop-
ulation. Nonetheless, proportionately, Hispanic and black children are about three
times as likely to be poor than their white peers.11
Child poverty can exact a terrible lifelong burden and have long-lasting nega-
tive effects on the child’s cognitive achievement, educational attainment, nutrition,
physical and mental health, and social behavior. Poor children often lag behind
their peers: they are less healthy, can trail in emotional and intellectual develop-
ment, and are less likely to graduate from high school.12 Educational achievement
scores between children in affluent and low-income families have been widening
over the years, and the incomes and wealth of families have become increasingly
important determinants of adolescents’ high school graduation, college attendance,
and college persistence and graduation. The chances of an adolescent from a poor

The Problems of Youth   5

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Poverty hits kids especially hard,
making it difficult for them to be
part of the American Dream. Here
Jalinh Vasquez holds her sister
Jayshel Barthelemy in the FEMA
Diamond trailer park in Port Sul-
phur, Louisiana, where they still live
with five other children and four
adults four years after Hurricane
Katrina destroyed their home.

Mario Tama/Getty Images News/Getty Images

They are still awaiting money from
the federal Road Home program
to purchase a new home. Ap-
proximately 2,000 families in the
New Orleans metropolitan area live
in FEMA trailers, and 80 percent of
those still in trailers were home-
owners who are unable to return
to their storm-damaged houses.

family with weak academic skills obtaining a bachelor’s degree by their mid-20s is
now close to zero.13

Health Problems
Receiving adequate health care is another significant concern for American youth.
Only one in three children is physically active every day. One reason may be that
children now spend more than seven and a half hours a day in front of a screen
(e.g., TV, video games, computer). Another reason is lack of opportunity for

On February 18, 2015, Celeste

Cottage, 8, joined dozens of other
children, their parents, and sup-
porters calling for increased child
care subsidies for low-income
families at a rally in Sacramento,
California. One way to help reduce
child poverty is to expand access
ASSOCIATED PRESS

to affordable child care so that

parents can afford to find jobs
without being concerned for the
health and safety of their children.

6  Chapter 1

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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 Journalism - Teaching Resources
Third 2025 - Institute

Prepared by: Teacher Garcia

Date: July 28, 2025

Review 1: Interdisciplinary approaches

Learning Objective 1: Statistical analysis and interpretation
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Learning Objective 2: Experimental procedures and results
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 2: Diagram/Chart/Graph]
Learning Objective 3: Historical development and evolution
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 4: Fundamental concepts and principles
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 5: Literature review and discussion
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Literature review and discussion
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 6: Diagram/Chart/Graph]
Definition: Learning outcomes and objectives
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Literature review and discussion
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Learning outcomes and objectives
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Historical development and evolution
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Test 2: Study tips and learning strategies
Key Concept: Case studies and real-world applications
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Assessment criteria and rubrics
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 12: Current trends and future directions
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Fundamental concepts and principles
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Study tips and learning strategies
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 15: Diagram/Chart/Graph]
Definition: Case studies and real-world applications
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 16: Comparative analysis and synthesis
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 17: Case studies and real-world applications
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 18: Diagram/Chart/Graph]
Note: Fundamental concepts and principles
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Experimental procedures and results
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Unit 3: Problem-solving strategies and techniques
Note: Assessment criteria and rubrics
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Ethical considerations and implications
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Literature review and discussion
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Practical applications and examples
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 24: Diagram/Chart/Graph]
Note: Fundamental concepts and principles
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 25: Key terms and definitions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 26: Diagram/Chart/Graph]
Remember: Current trends and future directions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 27: Assessment criteria and rubrics
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 28: Diagram/Chart/Graph]
Definition: Experimental procedures and results
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Experimental procedures and results
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Module 4: Practical applications and examples
Definition: Assessment criteria and rubrics
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 31: Comparative analysis and synthesis
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Experimental procedures and results
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Learning outcomes and objectives
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Key terms and definitions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Statistical analysis and interpretation
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 36: Key terms and definitions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 37: Practical applications and examples
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Best practices and recommendations
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Ethical considerations and implications
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Quiz 5: Comparative analysis and synthesis
Practice Problem 40: Practical applications and examples
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Interdisciplinary approaches
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 42: Diagram/Chart/Graph]
Example 42: Literature review and discussion
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 43: Theoretical framework and methodology
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Comparative analysis and synthesis
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 45: Diagram/Chart/Graph]
Note: Problem-solving strategies and techniques
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 46: Diagram/Chart/Graph]
Example 46: Experimental procedures and results
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Critical analysis and evaluation
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 48: Case studies and real-world applications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 49: Diagram/Chart/Graph]
Note: Historical development and evolution
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Topic 6: Critical analysis and evaluation
Definition: Statistical analysis and interpretation
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 51: Case studies and real-world applications
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Fundamental concepts and principles
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Problem-solving strategies and techniques
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Case studies and real-world applications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 55: Diagram/Chart/Graph]
Definition: Historical development and evolution
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Definition: Fundamental concepts and principles
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Critical analysis and evaluation
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Research findings and conclusions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Fundamental concepts and principles
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Methodology 7: Best practices and recommendations
Example 60: Comparative analysis and synthesis
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Historical development and evolution
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Ethical considerations and implications
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 63: Assessment criteria and rubrics
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Current trends and future directions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Critical analysis and evaluation
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Assessment criteria and rubrics
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 67: Critical analysis and evaluation
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 68: Best practices and recommendations
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Case studies and real-world applications
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 70: Diagram/Chart/Graph]
Results 8: Problem-solving strategies and techniques
Practice Problem 70: Interdisciplinary approaches
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Fundamental concepts and principles
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 72: Diagram/Chart/Graph]
Practice Problem 72: Ethical considerations and implications
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Study tips and learning strategies
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 74: Diagram/Chart/Graph]
Remember: Interdisciplinary approaches
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Experimental procedures and results
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 76: Diagram/Chart/Graph]
Remember: Theoretical framework and methodology
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Learning outcomes and objectives
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Research findings and conclusions
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Case studies and real-world applications
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Summary 9: Theoretical framework and methodology
Key Concept: Research findings and conclusions
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Assessment criteria and rubrics
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Interdisciplinary approaches
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 83: Literature review and discussion
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 84: Diagram/Chart/Graph]
Key Concept: Historical development and evolution
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 85: Study tips and learning strategies
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Key Concept: Study tips and learning strategies
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 87: Interdisciplinary approaches
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Fundamental concepts and principles
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 89: Diagram/Chart/Graph]
Practice Problem 89: Historical development and evolution
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 90: Diagram/Chart/Graph]
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