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NCJRS Abstract

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NCJ Number: 148093 Find in a Library
Corporate Author: Life Skills Education
United States of America
Date Published: 1992
Page Count: 13
Sponsoring Agency: Life Skills Education
Northfield, MN 55057
Sale Source: Life Skills Education
314 Washington Street
Northfield, MN 55057
United States of America
Type: Report (Technical Assistance)
Language: English
Country: United States of America
Annotation: This pamphlet discusses the nature and causes of juvenile delinquency and suggests actions for adults to take to aid in juvenile delinquency prevention.
Abstract: Most juvenile offenses involve drug use, shoplifting, theft, vandalism, gun law violations, and assault. About 40 percent of juvenile delinquents have mental disorders requiring hospitalization, while the others are abnormal in some ways but responsive to the pressures of their families and communities. Almost two-thirds of juvenile delinquents come from single-parent homes or foster homes. Most are males and have poor academic records. Many are runaways. Children typically drift into delinquency as their behavior becomes more difficult to manage and the efforts of family and teachers have little effect. As time passes, their behavior remains the same or worsens. Few children receive punishments for their first or even second offenses. Multiple offenders receive more severe punishment. Family factors that affect the chances of juvenile delinquency include the compatibility of the parents, the father's attitude, the parental example, the household organization, financial management, adult cooperation, and family cohesion. Community factors include the school, the media, child welfare agencies, and the courts. Individual factors include genetic traits, brain abnormalities, personal interests, and drug abuse. Early warning signs of delinquency exist at each stage of development and should receive decisive intervention. Adults can help prevent delinquency by paying attention to the child's development; monitoring school work, friendships, and activities; talking to other adults who know the child; expecting standards to be met; learning the differences between normal development and signs of trouble; using available resources; and focusing on trust. If trouble arises, the adult should take action.
Main Term(s): Juvenile delinquency factors
Index Term(s): Juvenile delinquency prevention; Parental influence
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