Online Instructor’s Manual with Test Bank
for
Juvenile Justice in America
9th Edition
, Contents
To the Instructor iv
Course Syllabus v
Class Syllabus xiv
CHAPTER 1 Juvenile Justice: An Overview 1
CHAPTER 2 The Extent and Nature of Juvenile Crime 7
CHAPTER 3 Causes of Juvenile Crime 11
CHAPTER 4 Gender and Juvenile Justice 16
CHAPTER 5 The Prevention of Delinquency 22
CHAPTER 6 The Police 27
CHAPTER 7 The Juvenile Court 32
CHAPTER 8 Juveniles in Adult Court 38
CHAPTER 9 Community Corrections 43
CHAPTER 10 Juvenile Institutionalization 49
CHAPTER 11 Juvenile Aftercare 54
CHAPTER 12 Treatment Technologies 60
CHAPTER 13 Juvenile Gangs 64
CHAPTER 14 Drugs and Delinquency 70
CHAPTER 15 Juvenile Justice in the Twenty-First Century 75
Videos for Juvenile Justice Classes 80
Test Bank 94
iii
, To the Instructor
Juvenile Justice in America (9th Edition) provides an in-depth look at the lives of juveniles, their
experiences in society, and the consequences of those experiences. The text carefully examines
the structures, procedures, policies, and problems of American juvenile justice agencies. The
Ninth Edition places further emphasis on delinquency prevention, and features a new chapter on
juvenile offender populations to give readers a more comprehensive view of delinquent youth.
Boxed features in every chapter highlight the practical realities of working in the juvenile justice
system. The careful balance of theory, evidence-based findings, and practical applications gives
readers the most up-to-date insight into the state of juvenile justice in America today.
The instructor’s manual begins with an outline of the chapters to assist with lecture
preparation. Following the chapter outlines, there is a list of videos relevant to juvenile justice
topics. Finally, there is a test bank that includes multiple choice, true/false, fill-in-the-blank,
matching, essay, and critical thinking questions that cover the information in each chapter. New
questions have been added and others edited either for the sake of clarity or to cover added new
materials.
This course can easily be set up in various weekly formats without having to adjust the point
system. Graded assignments in every class are recommended in order to motivate students to
attend all classes. To add more graded assignments, you could offer fewer points for the
“Instructor Assigned” homework and have some in-class points added each week. You can offer
graded activities at the very beginning of classes and at the end of classes to encourage students
to be to class on time and to remain at class until the end. These activities can be short quizzes
from prior lectures or can be quizzes at the end of class from the lecture offered during the class.
Points can be offered for correct answers or for participation. Games can be played in which
questions are asked from prior learning and the students can receive a grade for participating.
It might help to “sell” the paper to the students in a way that helps them realize that it isn’t
just a paper, but more of a research project that can benefit them in finding out more about the
field they want to work in, or just want to learn more about. Hopefully the students who have
used too many drugs or committed too many crimes will find out early where they can and can’t
work before they dedicate too much time into the wrong areas.
If possible, try to bring in a few guest speakers. Let the students know in week one that you
would like 2–3 guest speakers and ask them to contact you if they have any relatives or friends
who could qualify. You could either have the student invite the speakers or you could obtain
contact info and invite the speakers yourself. Usually about 45 minutes is sufficient for a speaker
to talk about what they do and what road they took to get there. They can offer some advice to
those interested in their field and answer questions.
For the first class, it is a good idea to make a quiz on the syllabus and have each student take
it for a grade or just for your own records. If you do this as a graded assignment, you would need
to adjust your point system to allow more points to be earned. Another option for the first and last
class is a pretest and a posttest. A 25–50-question quiz can easily be put together using the test
bank that is provided at the end of this manual.
iv
, Course Syllabus
Course Title: Course Number:
Credit Hours: Course Length: 16 Weeks
Date: Course Schedule:
Instructor:
Phone:
Email:
Course Description:
This course is an overview of the development, nature, purpose, and theoretical doctrines of
juvenile justice. Topics to be covered throughout the course include the history and development
of juvenile court, police decision making regarding juvenile offenders, juvenile detention, the
court intake process, juvenile transfer policies, juvenile court decisions, the effectiveness of
juvenile corrections, and delinquency prevention and intervention.
Course Materials
Juvenile Justice in America
Clemens Bartollas – University of Northern Iowa
Matthew Makarios – University of Northern Iowa
©2023 • Prentice Hall
Course Assignments
Exams (50 points each – 150 points)
There are three (3) multiple-choice exams. The exams are not cumulative but will be based
on the chapters presented immediately preceding each exam.
Final exam (100 points)
There will be final exam for this class. The format for the exam may consist of some type of
multiple choices, fill-in-the-blanks, and/or essay questions that pertain to all of the
information presented.
Instructor assignments (10 points each – 70 points)
Assignments will be given out throughout the semester. Students are expected to complete
each assignment and submit them on the due date.
Essay or Critical Thinking (10 points each – 130 points)
Students will complete an essay or critical thinking assignment for each chapter.
Project Paper (50 points)
Students will write a research paper about a career in juvenile justice that is of interest to the
student. The paper will be in APA format and contain an introduction, the body of the
research, and a conclusion. The paper must contain in-text citations from at least three
sources. One of the sources must be our textbook.
v
for
Juvenile Justice in America
9th Edition
, Contents
To the Instructor iv
Course Syllabus v
Class Syllabus xiv
CHAPTER 1 Juvenile Justice: An Overview 1
CHAPTER 2 The Extent and Nature of Juvenile Crime 7
CHAPTER 3 Causes of Juvenile Crime 11
CHAPTER 4 Gender and Juvenile Justice 16
CHAPTER 5 The Prevention of Delinquency 22
CHAPTER 6 The Police 27
CHAPTER 7 The Juvenile Court 32
CHAPTER 8 Juveniles in Adult Court 38
CHAPTER 9 Community Corrections 43
CHAPTER 10 Juvenile Institutionalization 49
CHAPTER 11 Juvenile Aftercare 54
CHAPTER 12 Treatment Technologies 60
CHAPTER 13 Juvenile Gangs 64
CHAPTER 14 Drugs and Delinquency 70
CHAPTER 15 Juvenile Justice in the Twenty-First Century 75
Videos for Juvenile Justice Classes 80
Test Bank 94
iii
, To the Instructor
Juvenile Justice in America (9th Edition) provides an in-depth look at the lives of juveniles, their
experiences in society, and the consequences of those experiences. The text carefully examines
the structures, procedures, policies, and problems of American juvenile justice agencies. The
Ninth Edition places further emphasis on delinquency prevention, and features a new chapter on
juvenile offender populations to give readers a more comprehensive view of delinquent youth.
Boxed features in every chapter highlight the practical realities of working in the juvenile justice
system. The careful balance of theory, evidence-based findings, and practical applications gives
readers the most up-to-date insight into the state of juvenile justice in America today.
The instructor’s manual begins with an outline of the chapters to assist with lecture
preparation. Following the chapter outlines, there is a list of videos relevant to juvenile justice
topics. Finally, there is a test bank that includes multiple choice, true/false, fill-in-the-blank,
matching, essay, and critical thinking questions that cover the information in each chapter. New
questions have been added and others edited either for the sake of clarity or to cover added new
materials.
This course can easily be set up in various weekly formats without having to adjust the point
system. Graded assignments in every class are recommended in order to motivate students to
attend all classes. To add more graded assignments, you could offer fewer points for the
“Instructor Assigned” homework and have some in-class points added each week. You can offer
graded activities at the very beginning of classes and at the end of classes to encourage students
to be to class on time and to remain at class until the end. These activities can be short quizzes
from prior lectures or can be quizzes at the end of class from the lecture offered during the class.
Points can be offered for correct answers or for participation. Games can be played in which
questions are asked from prior learning and the students can receive a grade for participating.
It might help to “sell” the paper to the students in a way that helps them realize that it isn’t
just a paper, but more of a research project that can benefit them in finding out more about the
field they want to work in, or just want to learn more about. Hopefully the students who have
used too many drugs or committed too many crimes will find out early where they can and can’t
work before they dedicate too much time into the wrong areas.
If possible, try to bring in a few guest speakers. Let the students know in week one that you
would like 2–3 guest speakers and ask them to contact you if they have any relatives or friends
who could qualify. You could either have the student invite the speakers or you could obtain
contact info and invite the speakers yourself. Usually about 45 minutes is sufficient for a speaker
to talk about what they do and what road they took to get there. They can offer some advice to
those interested in their field and answer questions.
For the first class, it is a good idea to make a quiz on the syllabus and have each student take
it for a grade or just for your own records. If you do this as a graded assignment, you would need
to adjust your point system to allow more points to be earned. Another option for the first and last
class is a pretest and a posttest. A 25–50-question quiz can easily be put together using the test
bank that is provided at the end of this manual.
iv
, Course Syllabus
Course Title: Course Number:
Credit Hours: Course Length: 16 Weeks
Date: Course Schedule:
Instructor:
Phone:
Email:
Course Description:
This course is an overview of the development, nature, purpose, and theoretical doctrines of
juvenile justice. Topics to be covered throughout the course include the history and development
of juvenile court, police decision making regarding juvenile offenders, juvenile detention, the
court intake process, juvenile transfer policies, juvenile court decisions, the effectiveness of
juvenile corrections, and delinquency prevention and intervention.
Course Materials
Juvenile Justice in America
Clemens Bartollas – University of Northern Iowa
Matthew Makarios – University of Northern Iowa
©2023 • Prentice Hall
Course Assignments
Exams (50 points each – 150 points)
There are three (3) multiple-choice exams. The exams are not cumulative but will be based
on the chapters presented immediately preceding each exam.
Final exam (100 points)
There will be final exam for this class. The format for the exam may consist of some type of
multiple choices, fill-in-the-blanks, and/or essay questions that pertain to all of the
information presented.
Instructor assignments (10 points each – 70 points)
Assignments will be given out throughout the semester. Students are expected to complete
each assignment and submit them on the due date.
Essay or Critical Thinking (10 points each – 130 points)
Students will complete an essay or critical thinking assignment for each chapter.
Project Paper (50 points)
Students will write a research paper about a career in juvenile justice that is of interest to the
student. The paper will be in APA format and contain an introduction, the body of the
research, and a conclusion. The paper must contain in-text citations from at least three
sources. One of the sources must be our textbook.
v
