Test Bank for Juvenile Delinquency, 10th Edition

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Online Instructor’s Manual with Testbank
for
Juvenile Delinquency
Tenth Edition
Clemens Bartollas, Frank Schmalleger, and Michael Turner
prepared by
Madison Greene
University of North Carolina at Charlotte

iii
TABLE OF CONTENTS
(Instructor’s Manual)
To the Instructor 1
PART 1: THE NATURE AND EXTENT OF DELINQUENCY
Chapter 1: Adolescence and Delinquency 2
Chapter 2: Measurement and Nature of Delinquency 9
PART 2: THE CAUSES OF DELINQUENCY
Chapter 3: Individual Causes of Delinquency 15
Chapter 4: Social Theories of Delinquency 23
Chapter 5: Social Interactionist of Delinquency 35
Chapter 6: Delinquency across the Life Course 42
PART 3: THE ENVIRONMENTAL INFLUENCES ON AND THE
PREVENTION OF DELINQUENCY
Chapter 7: Gender and Delinquency 49
Chapter 8: Families and Delinquency 56
Chapter 9: Schools and Delinquency 65
Chapter 10: Gangs and Delinquency 74
Chapter 11: Drugs and Delinquency 81
Chapter 12: Prevention of Delinquency 88
PART 4: THE JUVENILE JUSTICE SYSTEM
Chapter 13: An Overview of Juvenile Justice in America 94
Chapter 14: Police and the Juvenile 103
Chapter 15: Juvenile Court 109
Chapter 16: Juvenile Corrections 120

iv
CONTENTS
( Testbank )
Chapter 1: Adolescence and Delinquency 131
Chapter 2: Measurement and Nature of Delinquency 145
Chapter 3: Individual Causes of Delinquency 159
Chapter 4: Social Theories of Delinquency 174
Chapter 5: Social Interactionist Theories of Delinquency 189
Chapter 6: Delinquency across the Life Course 202
Chapter 7: Gender and Delinquency 216
Chapter 8: Families and Delinquency 230
Chapter 9: Schools and Delinquency 244
Chapter 10: Gangs and Delinquency 259
Chapter 11: Drugs and Delinquency 272
Chapter 12: Prevention of Delinquency 287
Chapter 13: An Overview of Juvenile Justice in America 300
Chapter 14: Police and the Juvenile 315
Chapter 15: Juvenile Court 329
Chapter 16: Juvenile Corrections 344

1
TO THE INSTRUCTOR
This manual has been prepared to facilitate the effective use of the Juvenile Delinquency,
tenth edition text for use in the classroom and to enhance the scope of its teachability.
This manual is not meant to tell you how to teach, nor is it meant to be exhaustive.
Instead, it seeks to provide the user with pedagogical ideas and examples to facilitate the
use of Juvenile Delinquency in the classroom.
Each chapter of the Instructor’s Manual contains the following components:
• Chapter Objectives: Topics/concepts that students should learn in each chapter.
• Chapter Overview: A summary covering the essential topics addressed in each
chapter.
• Lecture Outline: This section annotates a sequence of major and minor points
covered in each chapter under relevant headings and sub-headings.
• Key Terms: Lists and defines various terms used throughout each chapter.
• Classroom Activities and Assignments: All chapters after Ch. 1 offer suggested
assignments depending on criteria such as available time, relevance,
instructor/student interest, and class level (lower-level or upper-level).
• Voices of Delinquency Assignments: All chapters after Ch. 1 offer assignments
that are tailored for use with the Voices of Delinquency component of the
MyCrimeKit website, which are designed to increase critical thinking skills of
students.
A Test Bank (with answer key) is provided at the end of this supplement. Four types of
evaluation questions are included in the Test Bank: (1) multiple choice, (2) true and false,
(3) short-answer essay, and (4) essay questions. The questions are designed to examine
issues and conceptualization of ideas throughout each chapter. The wording of each
question is carefully chosen as to avoid questions based on gimmicks, nit-picking, or
mere guess.
It is our sincere intention that instructors find this manual a valuable classroom
supplement in the teaching of juvenile delinquency and related courses.

2
CHAPTER 1
ADOLESCENCE AND DELINQUENCY
CHAPTER OBJECTIVES
After reading this chapter students should be able to:
1. Explain the concept of adolescence.
2. Define the term “juvenile delinquency.”
3. Give examples of high-risk behaviors that characterize contemporary adolescence.
4. Explain the concept of parens patriae.
5. Discuss status offenses, status offenders, and the characteristics of crossover youth.
6. Summarize the historical handling and treatment of juvenile delinquents.
7. Explain the influence of social and structural conditions on delinquency.
8. Show how changes to social policy can benefit American children.
CHAPTER OVERVIEW
1. Children today are treated very differently than they have been in the past,
particularly because of changing understandings of adolescence. Such challenges
have been wrought by both cultural advances and studies of human development,
including brain science and neuropsychological development.
2. Juvenile delinquents are young people who have violated the criminal law. Juvenile
court codes, which exist in every state, specify the conditions under which states can
legitimately intervene in a juvenile’s life. State juvenile codes were enacted to deal
with youths more leniently than adults because youths were seen as not fully
responsible for their behavior. The codes specify that the court has jurisdiction in
relation to three categories: delinquency, dependency, and neglect. However,
delinquent behavior is defined differently across the states. In many jurisdictions, the
authority of the juvenile court extends to the eighteenth birthday, but some states set
the sixteenth birthday as the limit of juvenile court jurisdiction. A few use an even
younger age.
3. High-risk behaviors include histories of physical abuse and sexual victimization,
educational and vocational skill deficits, bullying, and involvement in alcohol and
drug use.
4. The first juvenile court opened its doors in the late 1800s in Illinois. It created a
model for other juvenile court movements throughout the nation, and was based on
the concept of parens patriae, under which the court assumed the role of a child’s
parents. The court was charged with representing the best interests of the child.

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3
5. A status offense is behavior that is an offense only because the person involved is a
juvenile. Typical status offenders exhibit incorrigibility at home, run away from
home, and are truant from school. Some status offenders commit both status offenses
and delinquency, and it is not always easy to separate an offending population into
delinquents and status offenders.
6. Delinquents have been treated with harsher punishments in the contemporary era than
they used to be since the beginning of juvenile justice as a separate area of offender
treatment in the nineteenth century.
7. The social setting in which delinquency occurs, and is shaped, includes historical,
legal, sociocultural, economic, and political contexts. Depending on these constructs,
the approach to delinquency and how it is treated change.
8. Social policy refers to legislation, programs, and standards established by government
and other important social institutions. Changes to social policy can impact children
through changing recognition of the status of children generally, and through changed
understandings of the nature of adolescence and its consequences.
LECTURE OUTLINE
I. Introduction
• Recent studies in the field of developmental psychology and neuroscience have
demonstrated that the typical teenager brain is not mature, and juveniles are
routinely characterized by poor judgment and impulsivity.
II. Understanding Adolescence
• The U.S. Supreme Court has recognized the fundamental differences between the
brains of juveniles and adults in cases such as Graham v. Florida and Miller v.
Alabama.
• In addition to neuroscience, the social conditions that surround children through
their development, such as exposure to violence, can also be examined for
juveniles and juvenile misbehavior.
III. Juvenile Delinquency
• A law violation by a young person is considered an act of juvenile delinquency
only if the behavior meets all three of the following criteria: (1) the act involved
would be a criminal offense if it were committed by an adult; (2) the young
person charged with committing the act is below the age at which the criminal
court traditionally assumes jurisdiction; and (3) the juvenile is charged with an
offense that must be adjudicated in the juvenile court or the prosecution and the
juvenile court judge exercise their discretion to lodge and retain jurisdiction in the
juvenile court.
• Prior to the mid-twentieth century, little consideration was given to the special
needs of children.
• Since the 1950s, the term “adolescence” has come to be seen as marking an
identifiable and important stage of human growth and development.

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A. The Changing Treatment of Adolescents
• Much of recorded history reveals abuse and indifference to the fate of many
children.
• The end of child labor was one of the watershed events in the development
of modern adolescence.
• Compulsory public schooling was another important stage in the
development of modern adolescence.
• In the twentieth century, the belief formed that raising children had less to
do with conquering their spirits than with training and socializing them.
• The children’s rights movement became popular in the 1970s as a means to
compensate for young people’s lack of rights.
B. Youth Culture
• Youth culture consists of the unique beliefs, behaviors, and symbols that
represent young people in society.
IV. Youth at Risk
• The Federal Interagency Forum on Child and Family Statistics estimates that of
the 25 million adolescents living in the United States, approximately one in four is
at high risk of engaging in multiple problem behaviors.
A. High-Risk Behaviors and Adolescence
• Adolescents who have the most negative or problem-oriented factors in their
lives are defined as “high risk.”
• High-risk youth often experience multiple difficulties.
• Adolescent problem behaviors are interrelated, or linked.
• High-risk youth tend to become involved in behaviors that contribute to
unintentional injury and violence.
• Delinquency is one of the problem behaviors with which almost all high-
risk adolescents become involved.
• Parens patriae refers to the fact that the juvenile court could assume the
parental role over juvenile lawbreakers.
• Juveniles can also be arrested for status offenses, or acts that would not be
defined as criminal if adults committed them.
V. Delinquency and the Law
• Juvenile courts have jurisdiction in relation to three categories of juvenile
behavior: delinquency, dependency, and neglect.
• The age at which a youthful offender is no longer treated as a juvenile ranges
from 16 to 18.

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5
VI. Status Offenders and Status Offenses
• A status offense is behavior that is an offense only because the person involved is
a juvenile.
• Status offenders are viewed as being in need of supervision or assistance.
A. Explanations for Status Offense Behavior
• Generally, many status offenders come from single-parent households, and
place the blame for their problems on parental figures in the home.
• Parents often view status offenders are defiant, demanding, and obnoxious.
• In addition to psychological explanations, some theorists argue that
society’s response to status offenders, especially female status offenders, is
a major contributing factor in defining who has this legal status.
• The Juvenile Justice and Delinquency Prevention (JJDPA) Act of 1974
contained a deinstitutionalization of status offenders (DSO) provision,
which has encouraged states to amend laws, policies, and practices that had
previously led to the confinement of juveniles who committed no criminal
act.
• The debate remains over whether or not the juvenile court should have
jurisdiction over status offenders.
B. Crossover Youth
• Youth that are known to both the child welfare system and the juvenile
justice system.
• Little integration takes place between the two systems.
• Disproportionate number of crossover minority youth.
VII. Handling of Juvenile Delinquents throughout History
A. The Colonial Period (1636-1823)
• The family was the source and primary means of control over children.
• Young offenders were sent back to their families for punishment. If that did
not work, they could be returned to community officials for more
punishment, including public whippings, public humiliation, or the stocks.
B. The House of Refuge Era (1824-1898)
• Disillusioned with family, houses of refuge were proposed. Intended to
protect children from weak and criminal parents.
• Discipline was firm and harsh. Family authority is superseded by that of
the State.
C. Juvenile Courts Era (1899-1966)
• First juvenile court in Cook County, Illinois 1899 was based on the legal
concept of parens patriae.

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6
• Children were not altogether responsible for their behavior. They were
victims of a variety of factors, such as poverty, the ills of city life,
inadequate families, schools, and corrupt neighborhood influences.
D. The Juvenile Rights Era (1967-1975)
• The courts were accused of capricious and arbitrary justice. Supreme Court
hands down several landmark cases to ensure children will have due
process.
• Community based programs receive enthusiastic responses. Some believed
training schools would eventually be phased out.
E. The Reform Agenda Era (Late 1970s)
• The major purpose is to divert status offenses from a criminal to a
noncriminal setting.
• Discourage the practice of jailing juveniles and encouraged community-
based services.
• Liberal blunder of failing to pay attention to serious juvenile crime became
an Achilles’ heel.
F. The Social Control and Juvenile Crime Era (1980s)
• Public demands for something to be done about serious juvenile crime.
• 1984 National Advisory Committee for Juvenile Justice and Delinquency
Prevention (NAC) leads to a focus on serious, violent, and chronic
offenders. Rejects deinstitutionalization.
• Teen pregnancies, drug/alcohol abuse, and teen suicides fueled a time of
“getting tough”
• Growing acceptance of parents needing to be stricter with their children.
• Reagan administration encourages five trends: (1) preventative detention;
(2) transfer violent juveniles to adult court; (3) mandatory/determinate
sentencing; (4) increased confinement; and (5) enforcement of the death
penalty.
G. Delinquency and the Growing Fear of Crime (1990s-2010)
• The “crack epidemic” becomes a major impetus for the spread of drug
trafficking street gangs.
• Use of guns and drugs contribute to increased murder rates among young
people.
• States pass legislation leading to nine initiatives in juvenile justice:
(1) curfews; (2) parental responsibility laws; (3) combating street gangs; (4)
the movement toward graduated sanctions; (5) juvenile boot camps;
(6) youth and guns; (7) juvenile proceedings; (8) juvenile transfer to
criminal courts; and (9) expanded sentencing authority.

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H. Increased Understanding of Juvenile Behavior
• Some people are now questioning the “get-tough” approach, and many
advocate for an increase in evidence-based programs and a greater number
of restorative justice programs.
VIII. The Social Context of Delinquency
• Historical context influences current perceptions.
• Legal context establishes the definition of delinquent behavior.
• Sociocultural context examines the relationship between social institutions and
delinquency.
• Economic context examines conditions and factors in which delinquents live.
• Political context shapes local and national policy decisions on youth crime.
• Evidence-based practices (EBP) are the most effective intervention in juvenile
justice.
IX. Delinquency and Social Policy
• It is important to design policy recommendations that provide helpful directions
for dealing more effectively with adolescents in general and with delinquents in
particular.
• Policy recommendations will be taken more seriously by policy-makers if they
are based on research findings that are inextricably bound to sound theory.
KEY TERMS
adolescence: The life interval between childhood and adulthood, usually the period
between the ages of twelve and eighteen years.
deinstitutionalization of status offenders (DSO): The removal of status offenders from
secure detention facilities.
delinquent youth: A young person who has committed a crime or violation probation.
houses of refuge: Institutions that were designed by eighteenth-a and nineteenth-century
reformers to provide an orderly disciplined environment similar to that of the “ideal”
Puritan family.
juvenile: A youth at or below the upper age of juvenile court jurisdiction in a particular
state.
juvenile delinquency: An act committed by a minor that violates the penal code of the
government with authority over the area in which the act occurs.
Juvenile Justice and Delinquency Prevention Act (JJDPA) of 1974: A federal law that
established a juvenile justice office within the Law Enforcement Assistance
Administration to provide funds for the prevention and control of youth crime.
Office of Juvenile Justice and Delinquency Prevention (OJJDP): A federal agency
established with the passage of the 1994 Juvenile Justice and Delinquency Prevention
Act.

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8
parens patriae: A Medieval English doctrine that sanctioned the right of the Crown to
intervene in natural family relations whenever a child’s welfare was threatened. The
philosophy of the juvenile court is based on this legal concept.
status offender: A juvenile who commits a minor act that is considered illegal only
because he or she is underrate. Various terms used to refer to status offenders in clued
MINS (minors I need of supervision), CHINS (children in need of supervision), CHINA
(children in need of assistance), PINS (persons in need of supervision), FINS (families in
need of supervision), and JINS (juveniles in need of supervision).
status offense: A nondelinquent/noncriminal offense; an offense that is illegal for
underage persons, but not for adults. Status offenses include curfew violations,
incorrigibility, running away, truancy, and underage drinking.

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9
CHAPTER 2
THE MEASUREMENT AND NATURE OF DELINQUENCY
CHAPTER OBJECTIVES
After reading this chapter students should be able to:
1. Give examples of the types of information provided by each major source of data on
delinquency.
2. Explain how social factors such as gender, racial/ethnic background, peer pressure,
and social class relate to delinquency.
3. Explain how social policies affect youth violence trends.
CHAPTER OVERVIEW
1. Official and unofficial statistics on juvenile delinquency come from the FBI’s UCR
Program, published juvenile court statistics, cohort studies, self-reports, and
victimization surveys. They tell us, for example, that youth crime is widespread in
U.S. society, and that juveniles today are committing more violent crimes than their
counterparts did in the past. It is important to note, however, that juvenile homicide
rates have been decreasing since 1994.
2. The length and intensity of juvenile offending are impacted by factors such as the age
of onset, an escalation in frequency and types of offending, the specialization of
offenders, and a tendency toward chronic offending that continues into adulthood. In
short, young people who begin offending early (an earlier age of onset) tend to have
long delinquent careers; and at least some youthful offenders progress to increasingly
serious forms of delinquency, with a handful of youthful offenders going on to
become career offenders.
3. It is argued that traditional approaches to problem youth and interventions used to
address them take on a deficit-based perspective. The Positive Youth Development
(PYD), on the other hand, bases its approach on resilience and competencies of
youths. The concept of PYD is that youths will flourish when connected to the right
mix of relationships, opportunities, and social assets.
LECTURE OUTLINE
I. Introduction
• Necessary to examine the extent of delinquent behavior, the social factors related
to delinquency, the dimensions of delinquent behavior, and the various ways to
measure delinquency.

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II. Major Data Sources in Delinquency
• Prevalence of delinquency related to proportion of cohort and specific age.
• Incidence of delinquency refers to the frequency of offending or number of
events.
A. Uniform Crime Reports
• 1870 Congress created Department of Justice for federal record keeping.
• Creation of Uniform Crime Reports and the FBI to serve as clearinghouse
for data.
• Crimes divided into two classes: Part I and Part II offenses.
• UCR only reports the most serious offense.
• National Incident-Based Reporting System (NIBRS) created to provide
more comprehensive and detailed information about crime incidents. Unlike
UCR, NIBRS reports all offenses committed during a crime event.
• Problems of UCR’s include underestimating crime and police manipulation.
B. Crime by Age Group
• Juveniles between ages 10 and 17 constitute about 25 percent of the U.S.
population, and are arrested for 10.1 percent of the violent crimes and 13.6
percent of property crimes.
• Juveniles were arrested for 15 percent of all burglaries, 20 percent of all
robberies, 12 percent of weapons offenses, 7 percent of murders, and 7
percent of aggravated assaults.
• Juvenile violent crime has been decreasing in the past twenty years.
• Juvenile females arrested represented 9.9 percent of all female arrests.
C. Juvenile Court Statistics
• Juvenile Court Statistics released annually by the Office of Juvenile Justice
and Delinquency Prevention (OJJDP).
• The number in juvenile court significantly increased from 1960 until the
early 1980s, when it began to level off.
• 34 percent of juvenile court cases were property cases, 27 percent were
person offenses, 26 percent were public-order offenses, and 13 percent were
drug offenses.
• 56 percent of all delinquency cases are petitioned, and 44 percent of non-
petitioned cases were informally handled cases.
• Limitation is that the cases reported make up only a small percentage of the
total number of juvenile offenders and offenses.
D. Self-Report Studies
• Aim to measure the large amount of hidden delinquency not contained in
official measures.

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11
• Limitations include false inferences, varied social settings make it difficult
to test hypotheses, and validity and reliability are questionable.
E. Validity and Reliability of Self-Report Studies
• Evidence tends to show that self-reports underestimate the illegal behavior
of seriously delinquent youths.
• Hindelang and colleagues concluded that reliability measures are
impressive.
F. Findings of Self-Report Studies
• Almost every youth commits some act of delinquency.
• Youth who become involved in violent behavior at an early age tend to later
become chronic violent offenders.
• Considerable undetected delinquency takes place, and police apprehension
is low.
• African American offenders provide less accurate self-reports than white
offenders.
G. Victimization Studies
• National Crime Victimization Survey (NCVS) conducted annually by the
Bureau of Justice Statistics and administered by the U.S. Census Bureau.
• Number of victimizations uncovered by the survey was much higher than
the number of offenses reported to police.
• Juveniles are highly overrepresented in comparison to other age groups in
the population of those victimized.
• African Americans are more likely than Caucasians to be victims of
violence overall.
• Still has issues with validity and reliability.
H. Cohort Studies
• A specific example of the longitudinal method.
• One major issue is the generalizability of the findings. Other issues include
high cost and time-consuming.
• Have found that lower-class minority males commit the most serious
offenses, that a few offenders commit the majority of serious property and
violent offenses, and punishment by the juvenile justice system tended to
encourage future criminality.
III. Social Factors Related to Delinquency
A. Age and Delinquency
• Relationship between age and crime is one of the most stable findings.
• Offending rates increase in the teenage years, peak in the late teens and
early twenties, and decline thereafter.

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B. Gender and Delinquency
• Adolescent males are involved in more frequent and more serious
delinquent acts than adolescent females.
• Adolescent females are victimized more often than adolescent males.
C. Racial/Ethnic Background and Delinquency
• Official statistics report that African Americans are overrepresented in
arrest, conviction, and incarceration relative to their population base.
However, self-report studies have found that African Americans are not
significantly worse than Caucasians in their prevalence or frequency of
offending.
• Involvement in more serious and violent forms of delinquency may be
influenced by neighborhood context and SES.
D. Socioeconomic Status and Delinquency
• Research has been unable to establish a firm relationship between SES and
delinquency.
• May be that lower-class youth have the same frequency of committing
delinquent acts as middle-class youth, but differ in types of delinquent
behavior.
E. Peers and Delinquency
• One of the most consistent findings in delinquency research is the
correlation between peer behavior and delinquency.
• Hirschi believed that most delinquents have relationships with each other
that can be described as “cold and brittle.” Hirschi argued that “since
delinquents are less attached to strongly attached to conventional adults than
non-delinquents they are less likely to be attached to each other.”
IV. Delinquency and Social Policy: Guns and Youth Violence
• Youths who carried guns were more likely to live in communities that had a
high prevalence of gun ownership.
• Youth who lived in communities with high rates of violence were more likely
to carry guns.
• Youths who carry guns were more likely to engage in serious assaults and
robberies.
• Youths who sold large amounts of drugs were more likely to carry guns.
• Youths who were heavy drug users were more likely to carry guns.
KEY TERMS
age of onset: The age at which a child begins to commit delinquent acts; an important
dimension of delinquency.

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