Juvenile Justice

North Spurgeon Street, Santa Ana, CA

BCJ 210 Juvenile Justice

Tracking Your Academic Activities Verifying an accurate course completion time is essential for accreditation. To meet both accreditation requirements and award academic credit, educational institutions must document the total number of hours students spend completing designated academic activities related to their coursework.

The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time are required for a 3 credit hour course.

Using the attached form as an example, keep track of the time you spend on each lesson, pre-test, self-test, unit test, writing assignment, reading assignment, outside reading, final examination, etc. You will not be required to turn in the worksheet; however, at the end of the course you will receive a Student Course Survey and the final question will ask how long it took you to complete the course. Your assistance in completing this requirement and providing the university with this valuable data is greatly appreciated.

As you fill out the worksheet, please keep in mind that your Academic Engagement Activities should total approximately 45 hours. Some examples of this type of activity may include:

Lesson Review Exercises

Key Term Reviews


Study Guide Review

Writing Assignments

Review Grading Rubric

Unit Examinations

Proctored Final Examination

Course Academic Online Discussions

Student/Instructor Interaction

Documents/Student Resources

As you fill out the Academic Preparation Activities, please keep in mind that these should total approximately 90 hours. Some samples of this type of activity may include:


Reading Assignments

Key Term Reviews

Studying for Examinations

Writing Assignments

Review Grading Rubric

Study Lesson Review Exercises

Internet/Web Research

Reading Websites

Suggested Outside Reading




Sample Worksheet for Tracking Your Academic Activities

Upon completion of this course, you will be asked to complete a survey. The last question on the survey will ask you the number of hours it took to complete the course. The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time (135 hours) are required for a 3 credit hour course.

This worksheet was developed as a tool to help track your time. You are not required to turn it in.

length of time to


length of time to


length of time to


length of time to

complete Unit 1 Unit 2 Unit 3 Unit 4 Totals

Academic Engagement Activities Lesson Review Exercises Key Term Review Exercises Study Guide Review Documents/Student Resources Writing Assignments Review Grading Rubric Unit Examinations Proctored Final Examination Case Studies/Critical Analysis Course Academic Online Discussions Student/Instructor Interactions

Total Academic Engagement required for a 3 unit course = 45 hours

Academic Preparation Activities Pre-Test Reading Assignments Analyze Case Studies/Critical Analysis Key Term Review Exercises Study for Examinations Suggested Outside Readings Web Research Writing Assignments Review Grading Rubric Reading Websites Study Lesson Review Exercises

Total Academic Preparation required for a 3 unit course = 90 hours

Grand total of hours of various learning activities in completing this course




Pre-test Instructions

Thank you for taking the time to complete the required pre-test. The purpose of the pre-test is to measure your knowledge of the subject matter at the beginning of each course.

Please be assured, your score on the pre-test will not be part of your course grade. We do not want you to try to study for it or be worried about doing well on the pre-test. It is simply a measure of your “starting place,” that will be used for improving course content and to meet accreditation requirements.

If you receive your course materials online: • Please log-in to your Coast Connection student portal to complete your pre-test.

If you receive your course materials by mail: • You will receive your answer sheets for the pre-test by mail. • Once you have completed your pre-test, please mail or fax your answer sheet to the University at:

California Coast University 925 N. Spurgeon Street Santa Ana, CA 92701 Fax: 714-547-1451

If you have any questions, please feel free to contact the Student Services Department. Thank you for your cooperation.




Pre-test BCJ 210 Juvenile Justice

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

The central court in London where numbers of children were tried was called ___________. 1.

Chamberlain’s court a. London Courtb. Old Bailey c. Chancery Court d.

This person took over as youth commissioner for Massachusetts in 1969. 2.

Granville Stanley Halla. William Forbushb. Jane Addams c. Jerome Miller d.

The Columbus cohort found three categories that include all of the following EXCEPT: 3.

one time only a. juvenile assaulters b. serious violent offenders c. chronic offenders d.

A key source of information on crime victimization is the ____________. 4.


Focal concerns include all of the following EXCEPT: 5.

intelligence a. autonomy b. excitement c. fate d.

Reckless believed in ____________. 6.

inner psychosis a. internal containmentsb. outer psychosisc. social containments d.



Pre-test BCJ 210 Juvenile Justice

___________ petition is a petition seeking to adjudicate the juvenile delinquent that states the 7. charges against the juvenile.

Delinquency a. Technical b. Specialized c. Formal d.

Schur advocates a policy of ____________. 8.

radical intervention a. radical noninterventionb. decriminalizationc. radical decriminalization d.

This waives juvenile court jurisdiction over youths and sends cases to adult court. 9.

transfer a. waiver b. remanding c. discretion d.

Assuming that the investigation does turn up a suspect, the next step is confrontation and/or 10. ____________.

arrest a. investigationb. detectionc. interrogation d.

____________ requires that police develop a systematic process for examining and addressing 11. problems that the public expects them to handle.

Community a. Problem-orientedb. Proactivec. Reactive d.

___________ is an assessment of the juvenile’s supervision risk. 12.

Classification a. Community assessment b. Custody assessmentc. None of the above.d.



Pre-test BCJ 210 Juvenile Justice

___________ is the intake point for the juvenile, following arrest. 13.

Management information system a. Community assessment centerb. Classificationc. Assessment d.

Assessment instruments typically include ___________. 14.

risk of recidivism a. punishment considerations b. victim’s service needs c. offense analysis d.

The court case that states the importance of laws establishing early juvenile courts. 15.

Kent v. United States a. Mill v. Brown b. Duke of Beaufort v. Berty c. Rex v. Delaval d.

In order to arrest a juvenile, police must have ____________. 16.

just cause a. reasonable suspicion b. necessity c. probable cause d.

Styles of probation include all of the following EXCEPT: 17.

punishment officer a. welfare officer b. protective officer c. passive officer d.

A completed petition should contain all of the following EXCEPT: 18.

a positive identification of the child a. a positive identification of the parent or guardian b. a proof of employmentc. a specific statement of the facts of the case d.



Pre-test BCJ 210 Juvenile Justice

____________ is economical over one-to-one counseling. 19.

Diversification a. Decriminalization b. Community based treatment c. None of the above. d.

___________ became the first real American response to juvenile problems. 20.

Houses of refuge a. Elmira Reformatory b. New York City House of Refuge c. Lyman School for Boys d.

The immediate purpose of parole is to ____________. 21.

assist parolee in coping with problems when releaseda. assist in the development of a juvenile’s ability to be independent and make correct b. choices protect society from juvenilesc. None of the above. d.

___________ allowed for reduction in a prisoner’s sentence. 22.

Good time laws a. Parole b. Treatment c. Rehabilitation d.

____________ occurs when youths from positive reinforcement institutions are placed in 23. public school.

Educational shock a. Educational block b. Attention deficit c. None of the above. d.

Female gang members have different offending patterns and tend to commit fewer violent 24. crimes than male gang members and are more likely to engage in ___________.

brutality a. using drugs b. property and status offensesc. delinquencyd.



Pre-test BCJ 210 Juvenile Justice

This element of the OJJDP Comprehensive Gang Model involves formal and informal social 25. control procedures including close supervision or monitoring of gang youths.

community mobilization a. suppression b. provision of opportunities c. social interventiond.




925 North Spurgeon Street, Santa Ana, CA 92701




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Phone: 714-547-9625 Fax: 714-547-5777

Juvenile Justice Today

1st Edition, 2012

ISBN-13: 9780135151488

Gennaro F. Vito and Julie C. Kunselman



BCJ 210 Juvenile Justice




Message From the President

Welcome to California Coast University. I hope you will find this course interesting and useful throughout your career. This course was designed to meet the unique needs of students like you who are both highly motivated and capable of completing a degree program through distance learning.

Our faculty and administration have been involved in distance learning for over forty years and understand the characteristics common to successful students in this unique educational environment.

This course was prepared by CCU faculty members who are not only outstanding educators but who have real world experience. They have prepared these guidelines to help you successfully complete your educational goals and to get the most from your distance learning experience.

Again, we hope that you will find this course both helpful and motivating. We send our best wishes as you work toward the completion of your program.


Thomas M. Neal President

BCJ 210 Juvenile Justice





All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written permission from the publisher, except for the inclusion of brief quotation in review. Copyright © 2014 by California Coast University






BCJ 210 Juvenile Justice

Course Number BCJ 210

Course Title Juvenile Justice

Course Description This course explores the history of juvenile justice, the juvenile justice system and special populations. It focuses on the system itself, the processes within it and the young people who become involved in it. A historical view of the juvenile justice system and how it relates to the entire criminal justice system is also presented.

Units of Credit 3 Units of Credit

Course Objectives Upon successful completion of this course, students will be able to:

• Identify the historical trends in the views of how children should be handled to avoid the problems of crime and delinquency.

• Identify the risk factors associated with delinquency and other juvenile problem behaviors.

• Determine the significance of the landmark cases involving the rights of juveniles in court.

• Define, differentiate and provide the historical background of group home, foster home, adoption and alternative placement.

• Determine the definition and attributes of gang structure.

Learning Resources Textbook: Juvenile Justice Today 1st Edition, 2012 By Gennaro F. Vito and Julie C. Kunselman Pearson

ISBN-13: 9780135151488

All course examinations are based on the contents of the textbook required for this course. To successfully complete the examinations, you will need the textbook. You may rent the textbook from the CCU rental library or you may purchase the textbook from another source.

Although this study guide is developed by California Coast University, it may contain materials provided by the publisher of the textbook.

The Study Guide

The study guide was designed to help you further understand the material in the textbook and master the course content. Each study guide chapter corresponds to a chapter in the textbook.





BCJ 210 Juvenile Justice

Additional Readings and Online Resources

To help you further understand this subject material, additional readings and/or online resources related to this course are listed in this syllabus.

The Library Information and Resources Network, Inc. (LIRN)

Students are provided access to the Library and Information Resources Network, Inc. (LIRN). LIRN provides a centralized management of electronic information resources that allow students to access multiple research databases through one portal. Detailed information on the Library and Information Resources Network, Inc. is available on the California Coast University website under the Resources Tab. For additional information on using the network, LIRN provides a User Guide to help students search for the needed information. This helpful resource is available on the LIRN website. For information on accessing LIRN, please contact California Coast University – library@calcoast.edu or (714) 547-9625.

Supplementary Materials

Unit Examination Answer Sheets* Final Examination Scheduling Form

*Master of Education and Doctor of Education students will not receive unit exam answer sheets. These programs require written responses only.

Your Course Grade

Your grades on course examinations are determined by the percentage of correct answers. The university uses the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

Your grade in this course will be based on the number of points you earn. Grades are based on the percentage of points you earned out of a total of 500 points:

Four Unit Examinations

100 points each 400 points total 80% of your grade

Final Examination

100 points 100 points total 20% of your grade





BCJ 210 Juvenile Justice

Mastering the Course Content

In order to successfully complete this course, we recommend that you do the following before beginning:

• Be sure that you have the correct edition of the course textbook. Check the ISBN number of your textbook with the ISBN number listed on the cover page of this study guide.

• Review the table of contents at the end of this syllabus. You will only be responsible for the chapters in the textbook that are listed in the table of contents.

Each study guide contains several components selected and developed by the faculty to help you master the content of the course. Each chapter in the study guide corresponds to a chapter in the textbook. Study guides vary depending on the course, but most will include:

Learning Objectives Overviews Self Tests Summaries Key Terms Critical Analysis Questions (graduate and doctoral students only)

The most efficient way to complete this course is to read the materials in both the study guide and textbook in the sequence in which it appears, generally from beginning to end.

Read the Overviews and Summaries

Before reading a chapter of your textbook, review the corresponding learning objectives, overview, key terms and summary sections in the study guide. These were prepared to give you an overview of the content to be learned.

Review the Self Test

After you have reviewed the study guide summaries, look at the items on the self test. As you identify your areas of relative strength and weakness, you will become more aware of the material you will need to learn in greater depth.

Review the Critical Analysis and/or Case Study Questions (Graduate and Doctoral Students Only) The critical analysis questions are designed to help you gain a deeper understanding and appreciation for the course subject matter. This section will encourage you to give additional thought to the topics discussed in the chapter by presenting vignettes or cases with real world relevance.





BCJ 210 Juvenile Justice

Read and Review the Chapter

Once you have the scope and organization of the chapter in mind, turn to the corresponding chapter in the textbook and read the material carefully. Keep the learning objectives, self test, critical analysis questions and/or case study questions in mind as you read.

Highlight important concepts and information in your study guide and write notes in the study guide as you read the textbook. These notes will help you study for the unit and final examinations.

Check Your Mastery of Each Chapter

When you feel that you have mastered the concepts presented in the chapter, complete the study guide self test and critical analysis questions and/or case study questions without referring to the textbook or your notes. Correct your responses using the answer key and solutions guide provided in the study guide. Your results will help you identify any areas you need to review.

Unit Examinations

Each course contains four unit examinations and a final examination. Unit examinations usually consist of 25 objective (multiple choice or true/false) test questions. For Master of Education and Doctor of Education students, unit examinations consist of writing assignments only.

Unit examinations may be found approximately every four to six chapters throughout your study guide. Unit examinations are open-book, do not require a proctor and are not timed. This will allow you to proceed at your own pace.

It is recommended that you check your answers against the material in your textbook for accuracy.

Writing Assignments

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