EXAM THREE CHAPTERS 10-14 EXAM REVIEW QUESTIONS
CHAPTER 10 - REVIEW AND DISCUSSION QUESTIONS
1. Define probation, then define parole. Give similarities and then differences between probation and parole.
2. Where, how, and by whom did juvenile probation originate?
3. “The power of a judge to impose conditions of probation is absolute and unlimited.” Is that statement true or false? Defend your answer.
4. What are the two general kinds of conditions and distinguish one from the other.
5. Give some of the roles expected of juvenile probation and parole officers.
6. What did the United States Supreme Court say in the case of Fare of Michael C.? Why is that case important?
7. Distinguish between intensive supervision probation and school-based probation. What are the main features of each?
8. Why are juvenile boot camps popular with the public? Are they truly rehabilitative? Explain your responses.
9. Summarize what probation and parole officers can and cannot do when searching the home or residence of a juvenile who is on probation or parole.
10. Answer this question fully: Should the probation officer give a juvenile the Miranda warnings when asking questions?
CHAPTER ELEVEN - REVIEW AND DISCUSSION QUESTIONS
1. Compare and contrast the reformatory with the training or industrial school.
2. List and describe two pre-adjudication juvenile placements.
3. What type of post-adjudication facility might best be called a “halfway out” house? 4. Describe the significance of the cottage system in the treatment of institutionalized juveniles.
5. What were some problems experienced with the training school? Did all training schools operate under ideal conditions? 6. Define cruel and unusual punishment. What are some punishments that courts have considered cruel and unusual for institutionalized juveniles?
7. What types of youth are sent to a stabilization facility? If a state does not have a separate stabilization facility, where are these youth sent?
8. Ranches and forestry camps were called “non-institutional institutions” in this chapter? What does that mean?
9. Which post-adjudication program is second only to state school in terms of the average length of stay?
10. What is one way that juvenile correctional administrators can reduce overcrowding in juvenile institutions?
CHAPTER TWELVE - REVIEW AND DISCUSSION QUESTIONS
1. Why did the United States Supreme Court say in Furman v. Georgia (1972) that the death penalty for offenders in general was unconstitutional?
2. “Juveniles on death row disproportionately come from the disadvantaged underclass in American society.” From data in this chapter, argue that the statement is true.
3. What factors did the Court take into account when it decided in Thompson v. Oklahoma (1988) that the death penalty for juveniles 15 years of age or younger at the time the crime was committed is unconstitutional?
4. What does the phrase “evolving standards of decency” mean? What factors does the Court consider when determining the meaning of that phrase?
5. “Execution of juvenile offenders in the United States is popular with the public.” Is that statement true or false? Support your answer.
6. Two international treaties ban the execution of juveniles. Are they binding in the United States? State why or why not.
7. What did the Court say in Atkins v. Virginia (2002)? Why is that case a good judicial precedent for Roper v. Simmons?
8. What did the Court hold in Roper v. Simmons (2005)? Give at least four reasons for the Majority opinion.
9. Give four issues in Roper v. Simmons where the dissenting opinions disagreed with the Majority. 10. “Death penalty for juveniles is now banned forever in the United States because the Court has declared it unconstitutional.” Is that statement true or false? Justify your answer.
CHAPTER THIRTEEN - REVIEW AND DISCUSSION QUESTIONS
1. Under English Common Law, educators derived their authority from the concept of In Loco Parentis. What does this concept mean and where do teachers derive their authority today?
2. In your own words define due process. What does procedural and substantive due process mean?
3. What must school officials generally establish before they search a student and his or her possessions?
4. Of all Fourth Amendment search and seizure issues discussed in this chapter, which do you feel are “unreasonable” and why?
5. When would suspending or expelling a student before a hearing be justified?
6. What is the rationale courts have used to justify a fair hearing before a student is suspended or expelled from school, even if only for a short time?
7. The Supreme Court of the United States said that reasonable corporal punishment in public schools is constitutional. Why do you believe reasonable corporal punishment is allowed in schools but is prohibited in juvenile correctional institutions and adult prisons?
8. What are some criticisms of zero tolerance policies in schools?
9. What are the benefits to having a “closed campus?” Are there any drawbacks to having a closed campus during the school day?
10. What is the main difference between an Independent School District Police officer and a School Resource Officer (SRO)?
CHAPTER FOURTEEN - REVIEW AND DISCUSSION QUESTIONS
1. Identify at least four significant events that have transformed the juvenile court over more than a century. 2. List several criticisms of the current juvenile court. Would giving adult courts jurisdiction in delinquency matters solve these problems? Would developing specialized juvenile courts fix these problems?
3. If you were a juvenile justice administrator, how would you go about implementing a juvenile justice system based on restorative justice? Do you believe the features of restorative justice are doable?
4. Sum up American attitudes on the treatment of juveniles. What role should public opinion play in determining the treatment of juveniles?
5. Search the internet for general public opinions, attitudes, and beliefs towards juveniles and juvenile justice. Based on your research, is the public well informed about the reality of juvenile crime?
6. What are some special issues that female offenders may bring to juvenile justice that are not specific to male offenders? What are some practical things that juvenile justice systems across the country might have to confront as more female juveniles become involved in the system?
7. Identify two challenges to juvenile probation. Does reinventing probation have the ability to address those problems?
8. What is the “fortress” or “bunker” mentality concerning probation? What practical implications does this mentality have for juvenile probation in the future?
9. What do probation authorities mean when they say that “normalization” has occurred due to larger and more dangerous caseloads?
10. What are some factors that can explain disproportionate minority representation at all stages of the juvenile justice system? Which factors do you think are most important in explaining disproportionate minority representation? Are these factors legitimate reasons why disproportionate minority representation exists?