JUVENILE JUSTICE – CHAPTER 2
EXAM QUESTIONS AND ANSWERS
Assumptions - ANSWER-Ideas and beliefs that serve as the foundation for theories,
programs, and policies.
In juvenile justice, these assumptions consist of what people believe about the
causes of juvenile delinquency, what we should do about juvenile delinquency, and
how the juvenile justice system should function
These assumptions have been fundamental factors in shaping the system over the
past 100 years
Changes in assumptions have dramatically altered how the juvenile justice system
works
Chattel - ANSWER-The legal term for property. In the past, juveniles were viewed as
property in the eyes of the law (before the 20th century)
Juveniles could be bought, sold, and treated like any other property with the owner
being the person in total control of the child
Markedly Different - ANSWER-The juvenile justice system of today is
____________in scope, purpose, and operation than the early founders of the
system ever envisioned
NOT Constitutionally Guaranteed - ANSWER-Unlike the criminal justice system, a
separate juvenile justice system is _______________________
States are free to abolish their separate juvenile justice systems at any time and
simply put juveniles in regular criminal court
Paternalistic - ANSWER-Even though juvenile offenders were subjected to the same
punishments as adults, the criminal justice system tended to take a more
__________ approach to handling these cases, and many times the punishments for
juveniles were reduced or never imposed.
(historically; before 20th century)
English Common Law - ANSWER-Under _____________, a juvenile accused of a
crime was usually treated no differently than an adult offender
Juveniles could be given a variety of corporal punishments, banishment, AND THE
DEATH PENALTY
, orphanages, workhouses, training schools, and apprenticeships - ANSWER-An
informal system of public and private institutions that were designed to take in
wayward children. (Developed in England in the 1600's)
Their goal was to take care of children whose parents were unable or unwilling to
fulfill their responsibilities.
These institutions attempted to raise children to become productive members of
society
Described in Charles Dickens' Oliver Twish
Involuntary Servitude - ANSWER-The practice of selling children into service to a
business person or wealthy person. In exchange for the money, parents would
essentially give up all rights to their children
Children were brought into the adult world through __________ and apprenticeships
The focus of these systems was to train juveniles in trades so that they could
contribute to society
Only Similarity - ANSWER-The ________________ between the juvenile justice
system of English common law and the one in operation today is that there were and
still are a variety of public and private institutions, organizations, religious groups,
and others who deal with wayward and delinquent children
Colonial Era - ANSWER-During the ______________ in the US_, children were
viewed in much the same way as in England
A parent's bond to a child was low due to high infant mortality rate; the family was
the primary caretake and supervisor of the child
Parents were free to sell their children into slavery
Juvenile delinquency was viewed as a private matter with the family being the
ultimate arbiter and punisher
The CHURCH played a prominent role in such matters in Colonial America
Europe's Renaissance Period - ANSWER-The move away from viewing children as
chattel to viewing them as those in need of protection had its origins in
_______________ (14th-17th centuries) amidst a variety of educational and religious
reforms.
The cj system and other social institutions began to view children as not being fully
developed or capable of exercising free will
Industrial Revolution - ANSWER-During the ________________ children were being
trained to occupy a place in the industrial development
EXAM QUESTIONS AND ANSWERS
Assumptions - ANSWER-Ideas and beliefs that serve as the foundation for theories,
programs, and policies.
In juvenile justice, these assumptions consist of what people believe about the
causes of juvenile delinquency, what we should do about juvenile delinquency, and
how the juvenile justice system should function
These assumptions have been fundamental factors in shaping the system over the
past 100 years
Changes in assumptions have dramatically altered how the juvenile justice system
works
Chattel - ANSWER-The legal term for property. In the past, juveniles were viewed as
property in the eyes of the law (before the 20th century)
Juveniles could be bought, sold, and treated like any other property with the owner
being the person in total control of the child
Markedly Different - ANSWER-The juvenile justice system of today is
____________in scope, purpose, and operation than the early founders of the
system ever envisioned
NOT Constitutionally Guaranteed - ANSWER-Unlike the criminal justice system, a
separate juvenile justice system is _______________________
States are free to abolish their separate juvenile justice systems at any time and
simply put juveniles in regular criminal court
Paternalistic - ANSWER-Even though juvenile offenders were subjected to the same
punishments as adults, the criminal justice system tended to take a more
__________ approach to handling these cases, and many times the punishments for
juveniles were reduced or never imposed.
(historically; before 20th century)
English Common Law - ANSWER-Under _____________, a juvenile accused of a
crime was usually treated no differently than an adult offender
Juveniles could be given a variety of corporal punishments, banishment, AND THE
DEATH PENALTY
, orphanages, workhouses, training schools, and apprenticeships - ANSWER-An
informal system of public and private institutions that were designed to take in
wayward children. (Developed in England in the 1600's)
Their goal was to take care of children whose parents were unable or unwilling to
fulfill their responsibilities.
These institutions attempted to raise children to become productive members of
society
Described in Charles Dickens' Oliver Twish
Involuntary Servitude - ANSWER-The practice of selling children into service to a
business person or wealthy person. In exchange for the money, parents would
essentially give up all rights to their children
Children were brought into the adult world through __________ and apprenticeships
The focus of these systems was to train juveniles in trades so that they could
contribute to society
Only Similarity - ANSWER-The ________________ between the juvenile justice
system of English common law and the one in operation today is that there were and
still are a variety of public and private institutions, organizations, religious groups,
and others who deal with wayward and delinquent children
Colonial Era - ANSWER-During the ______________ in the US_, children were
viewed in much the same way as in England
A parent's bond to a child was low due to high infant mortality rate; the family was
the primary caretake and supervisor of the child
Parents were free to sell their children into slavery
Juvenile delinquency was viewed as a private matter with the family being the
ultimate arbiter and punisher
The CHURCH played a prominent role in such matters in Colonial America
Europe's Renaissance Period - ANSWER-The move away from viewing children as
chattel to viewing them as those in need of protection had its origins in
_______________ (14th-17th centuries) amidst a variety of educational and religious
reforms.
The cj system and other social institutions began to view children as not being fully
developed or capable of exercising free will
Industrial Revolution - ANSWER-During the ________________ children were being
trained to occupy a place in the industrial development
