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Juvenile Delinquent (From Correctional Assessment, Casework, and Counseling, P 373-396, 2001, Anthony Walsh, -- See NCJ-192641)

NCJ Number
192658
Author(s)
Anthony Welsh
Date Published
2001
Length
24 pages
Annotation
This chapter discusses juvenile services in the corrections profession.
Abstract
The most demanding and important aspect of the criminal justice field is juvenile services. The juvenile officer gets individuals at a crucial juncture; the time before their criminal roots are too deeply embedded. Working with juveniles presents some special problems not found among the adult population. A child’s psychosocial development must involve at least these nine requirements: discipline; learning how to understand and accept themselves; becoming aware of and understanding their feelings and emotions; understanding the feelings and emotions of others; learning to establish positive interpersonal relationships; understanding the process of making choices, decisions, and solving problems; needing positive values and ideas to guide them; appreciating the value of education and work; and needing a sense of responsibility for their actions and lives. Among the causes of delinquency are attention deficit with hyperactivity disorder, neurological and hormonal changes during adolescence, and the influences of the peer group and the entertainment media. Family counseling is the most important component of a delinquent’s treatment. The criminal justice worker cannot deal effectively with the delinquent until delinquency-generating factors that may be present in the family are defined and confronted. The worker’s task is to make sure the family does become involved, even though many families are reluctant to get involved in counseling. Other families and delinquents welcome the opportunity to learn how to communicate more effectively, and studies have shown that counseling is useful and productive. A needs assessment interview is required to help corrections workers get a feel for juvenile offenders and their environmental situations. With an assessment being made, the next step is to match the children’s needs with available community resources to help them. 40 references, 1 figure