UMUC-Europe Syllabus

CCJS 350 Juvenile Delinquency (3) (Fulfills the general education requirement in behavioral and social sciences.) Prerequisite: CCJS 100 or CCJS 105. An examination of juvenile delinquency in relation to the general problem of crime. Topics include factors underlying juvenile delinquency, prevention of criminal acts by youths, and the treatment of delinquents. Students may receive credit for only one of the following courses: CCJS 350 or CRIM 450.

Course Goals/Objectives:

The student will be expected to: * examine and understand the concepts of delinquency and status offending * discuss the various theoretical models which have been used to explain the onset of delinquent behavior * analyze and critique instruments purporting to measure juvenile delinquency * examine trends and patterns in the delinquency rate * address the environmental influences on delinquency, namely gender, peers, school, and the family * study the connection between drug use and delinquency * assess juvenile behavior from a psychiatric standpoint * examine the history and philosophy of juvenile justice, court processes and the juvenile correctional system * read and discuss pivotal U.S. Supreme Court cases addressing the rights of juveniles * enhance his/her abilities to speak in public * improve his/her abilities to think critically * improve his/her writing abilities throughout the duration of the course

Course Introduction:

For more than one hundred years, juvenile delinquency has both distressed and intrigued the public, social scientists, teachers, parents, police officers, judges, legislatures, the US Supreme Court, and juveniles themselves. Each has asked the same questions over and over: who commits delinquent acts? why do some youths "go bad" while others "stay good"? how extensive is delinquency? is it increasing or decreasing? how is delinquency best defined? to what extent should the law protect youths rather than recognize them as autonomous persons? can delinquency be "treated" or, better, prevented altogether? This course attempts to answer these worrisome questions through lectures, readings, discussion, film and writing assignments. Instructors and students will work together in demystifying this complex and global problem and in generating possible solutions.

Grading Information and Criteria:

Final grades will be based on student performance in the following: --class participation (10%) --midterm examination (35%) --term paper/project (20%) --final examination (35%) A high grade on both examinations and papers/projects will reflect the student's full integration of the materials covered; superior oral/writing/reasoning skills; and active involvement with the subject matter. Grade Scale: A=90-100 B=80-89 C=70-79 D=60-69 F=Below 60 FN= failure due to nonattendance

Other Information:

None

Project Descriptions:

Write an essay where you address the following issues and questions for each era. Describe how much and who had discretionary authority to determine which children would be drawn into the criminal justice system. How were they handled/punished during each era. Briefly describe the types of crime that were prevalent among juveniles in each era.

Academic Policies:

Cases of plagiarism are handled consistent with current UMUC guidelines. See the UMUC policies at the following URL: http://www.umuc.edu/policy/

Course Schedule:

1. Introduction Chapter 1 History of Delinquency 2. The Nature and Extent of Delinquency Chapter 2 3. Individual Views of Delinquency Chapter 3 Term Paper Topic Due 4. Sociological Views of Delinquency Chapter 4 5. Theoretical Aspects Chapter 5, 6 6. Gender and Delinquency Chapter 7 7. Midterm Examination 8. The Family and Delinquency Chapter 8 9. Effect of Peers & Schools Chapter 9,10 10. Drugs: Use & Abuse Chapter 11 11. Advocacy Chapter 12 Police Work with Juveniles Chapter 13 12. Juvenile Court Process Chapter 14 Term Paper Due 13. Juvenile Corrections Chapter 15 14. Delinquency and Juvenile Justice Abroad Chapter 16 15. Institutions Chapter 17 16. Final Examination