Psychosocial Challenges Youth Face in the Juvenile System, Essay Example

Exploring the Psychosocial factors of African American Male Youth in the Juvenile Justice System

Abstract

This paper will explore the psychosocial challenges African American male youth face in the Juvenile Justice system.  These challenges include poor health conditions, environmental, education, and employment challenges.  This paper will also examine treatment versus punitive approaches utilized by Juvenile Services and this paper will assist in helping understand that by taking a more preventive approach possibly could reduce the recidivism rates among youth in the Juvenile Justice system itself.

Introduction

The Juvenile Justice system also, department of Juvenile Services (DJS) is a child serving agency responsible for assessing the individual needs of referred youth and providing intake, detention, probation, commitment, and after-care services. DJS collaborates with youth, families, schools, community partners, law enforcements, and other public agencies to coordinate services to contribute to safer communities (DJS) The Juvenile Justice system encompasses the placements and services provided to children and families when children are accused of performing delinquent acts. Although the some states have begun to implement and utilize a proactive approach to assist the youth served other states still exercise a more reactionary approach (Snyder & Sickmund, 2006).

It has been estimated that there are over 1 million youth is referred to the juvenile court each year. Approximately 24 percentre charged with offenses against persons, 39 percent are charged with property offenses, 12 percent involve drug law violations, and 25 percent involves public order offences (Snyder & Sickmund, 2006).  62 percent of all children and adolescents adjudicated delinquent are place on probation and the other 23% are ordered to residential placements (Snyder & Sickmund, 2006).

The most recent census of youth of color in residential custody for delinquency showed that 94, 875 children under age 21 were held in 3, 257 publically and privately operated facilities throughout the United States (Livsey, Sickmund & Saldky, 2009). These youth are held in detention centers, group homes, camps, ranches, and state training school. African American youth ages 10 -17 made up about 16% of the all the children in the United States; in 2004 they represented 41 percent of all youth in custody (Livsey, Sickmund & Saldky, 2009). This alarming rate has increased awareness for this vulnerable population (Zeidenberg, 2006).  Policy makers and advocators are at the forefront of change in regards to the many challenges that youth of color face in the juvenile system.  Many policy makers and political leaders have always had this notion that they had to be “tough on crime” in order to address the publics’ safety concern. However, recent studies and polls about public attitudes toward youth who break the law, the juvenile justice system, and rehabilitation consistently suggest that the public understands that the toughest posture on youth crime is not necessarily the smartest one (njjn.org)

Recent polls show that voters believe that rehabilitation and treatment can reduce crime   and will save taxpayer costs in the long run; they support rehabilitation even for young people who commit violent crimes; oppose sending young people who commit crimes to adult court without an individual determination made in each case; agree that non-white youth are more likely than white youth to be prosecuted as adults.  Over the years, public opinion has remained solidly supportive of rehabilitation for youth regardless of public perceptions about the rate or severity of youth crime. A majority of the public maintains this support for the juvenile justice system even when it thinks that youth violence is a major problem (njjn.org).

There has been much debate on the subject of rehabilitating youth involved in the justice system as opposed to detaining them  (Casey, 2006)  Research shows that using punitive approaches do not work and in fact increase the possibility of recidivism among  juveniles. Therefore, prevention methods should be used (Lyons, 2007).

This paper will explore the psychosocial challenges that plague African American males involved the Juvenile Justice System. The question posed is that ‘how can the Justice System provide more effective and efficient services to reduce the recidivism rates and ensure successful outcomes among the African American youth served in the Juvenile Justice system?

This paper will highlight the psychosocial factors such as poor health conditions, environmental, education, and unemployment challenges. It will also explore that by taking a preventative approach could reduce the recidivism rate in the Juvenile Justice system.  The Juvenile Justice system itself should be examined to review its current status.

Literature Review

Juveniles who are involved in the Juvenile Justice System face many challenging obstacles; the probability of negative outcomes increase due to being detained (Ziedenberg, 2006).  However, the contents of this paper will discuss the challenges that plague African American youth, involved in the Juvenile Justice System.  There have been numerous studies that focus on the needs and challenges of young African American youth in the Juvenile Justice system. These youth presents an array of challenges, however the scope of this paper will focus on poor physical and mental health, educational, environmental, and employment challenges.  

Physical Health conditions

The juvenile justice system focuses primarily on public safety; it is neither organized to routinely identify or treat infectious diseases nor oriented toward increasing access to preventive health care. When acknowledging poor health conditions it is imperative to mention the individual’s physical and mental health status.  In order to be productive one must have a sound body and mind. Poor health condition is an issue due to inadequate health care or lack thereof (Cuellar et al., 2005). A nationally represent survey of state and community juvenile justice and Medicaid agencies was conducted to assess Medicaid policies. Evidence suggests that in some states, youth are actively disembroiled from Medicaid benefits, and in others little effort is made to connect them to Medicaid coverage.   The discrepancies between the Justice Agency and Medicaid agency is due to poor communication and coordination (Cuellar et al., 2005).

A telephone survey was conducted as part of the Adolescent Detainees and Medicaid (ADAM) study of the juvenile justice and Medicaid systems. The ADAM study had 3 goals. The first goal was to examine state policies, second to study how health care is delivered at the agency level; and third to determine Medicaid policies and how health care is financed in detention centers. The survey found that medical disenrollment occurs less often for youth in detention than is believed by advocates. Less than half of responding agencies indicated that they had a disenrollment policy (Cuellar et al, 2005). According to the article the procedure used to find the participants was a method called the snowball technique. The snowball sampling technique is useful when random sampling is inappropriate and the target population is dispersed or hidden.

These findings strongly suggest that although many states have a Medicaid policy of disembroiling youths in pre adjudication detention, even where such policies exist, the implementation is weak. Nonetheless, some policies do make it difficult for justice involved youth to receive needed health services which is beneficial for the Juvenile Justice System, and Medicaid as well as the juvenile. Overall, the survey identified several opportunities for policy intervention to enhance services for justice involved youth (Cuellar et al., 2005).

Another health risk that is vital to mention is sexually transmitted diseases among youth entering the Juvenile Justice system. Studies of detained and incarcerated adolescent offenders in the United States indicate that these Juveniles have an elevated risk of sexually transmitted diseases (STD).  However, many more arrestees enter the “front end” of the STD risk profiles and service needs of this larger group is lacking. An expansion of STD testing, prevention, and treatment is needed, as is improved knowledge about gender and race specific services. A pilot program in Florida has shown that Juvenile Justice and Public health systems can collaborate to implement STD testing among new arrestees. With integrated linkages to treatment and prevention after release, this model could greatly reduce the STD burden in this underserved,   high risk population (Belenko et al., 2009).

Research has shown that Medicaid agencies terminates youths Medicaid policies. Youths held in detention and those placed in correction facilities face the potential loss of Medicaid insurance  benefits because federal law prohibits such benefits for incarcerated individuals. Medicaid is a federal state partnership in which state design and administers their programs within broad federal guidelines. One stipulation is that no federal funds can be used to pay for health care services to inmates of a public institution (Cuellar et al., 2005). In result of this, many inmates go unscreened and untreated for STD’s and other mental or physical ailments.

Mental Health

As stated before, youth involved in the Juvenile Justice System typically have a poor physical and mental health status. Also, they have higher than average rates of substance abuse and psychiatric disorders as well as acute medical conditions (Cuellar et al., 2005). Many youth have undiagnosed disorders or preexisting disorders that have now been compounded due to the youth being detained (Ziedenberg, 2006).

Research shows that individuals with mental disorders may act violently or perform criminal acts due to stress in their lives and/ or lack of social support. Evidence suggests that people with mental disorders are significantly more likely to engage in violence than people without mental disorders (Teasdale, 2005). Sociologist of mental health, consistently have found that stressful life events raise the risks of mental disorders. In other words, if a youth comes in the system with no record of having a disorder most likely due to being detained, away from family, and other factors may assist in developing new or multiple disorders. One psychologist found that for one-third of incarcerated youth diagnosed with depression, the onset of the depression occurred after they begin their incarceration, and another suggests that poor mental health and the conditions of confinement together conspire to make it more likely that detained teens will engage in suicide and self-harm.  The trauma of detainment is tough and it may worsen or compound the preexisting disorders with other disorders (Teasdale, 2005).  A recent literature review of youth corrections shows that detention has a profoundly negative impact on young people’s mental and physical well-being, their education, and their employment (Ziedenberg, 2006).

Education and Employment

Juvenile delinquency and educational development has an association with each other. There is research that supports that juvenile delinquency has a relationship with low levels of academic achievement, lack of participation in school activities, low aspirations for continued education, ineffective relationships with teachers, rejection of administrator authority, disregard for school policy and rules, and dropping out (Gottfredson, 2001).  Educational researchers have found that upwards 60 percent of detained youth have a learning disability, and they will face significant challenges returning to school after they leave detention (Ziedenberg, 2006)

A study was conducted and research suggests that education in the juvenile justice system often does not meet state standards for operations of public schools. The findings of this study shows over 25 % of the delinquent group failed to acquire basic skills in reading, spelling and writing. By second grade, 45 % of children who subsequently became delinquents were delayed in reading, and 36 % delayed in writing. By junior high, 50 % of the children who became delinquent were delayed in all academic areas. Another study of 2,000 urban delinquents was conducted. Researchers found several academic deficits. Academic achievement scores in reading, vocabulary, and math ranged from the mid third grade level to the early fourth grade level (Krezmien, Mulcahy & Leono, 2008). Researchers have found that due to poor academics the youth are more likely to engage in high risk activity and delinquent behavior; increasing the odds of recidivism (Ziedenberg, 2006).

Due to a lack of education the likelihood of youth being unemployed increases later in life.  Economists have shown that the process of incarcerating youth will reduce their future earnings and their ability to remain in the workforce, and could change formerly detained youth into less stable employees (Ziedenberg, 2006).  A growing number of studies show that incarcerating young people has immediate and long-term negative employment outcomes.  A study done by academics with the National Bureau of Economic Research found that jailing youth reduced work time over the next decade by 25-30 percent. Youth ages 14-24, Princeton University researchers found that youth who spent time incarcerated in a youth facility experienced five weeks less work a year, for African American youth eight weeks less work a year, as compared to youth who had no history of incarceration. (Forrest, 2006). 

Environmental

A limited education and a lack of employment skills make it very difficult to make ends meet. However, the court involved youth do not have to worry about that while they are being detained. Every year there are about 200,000 juveniles released from detention or correctional facilities and reenter their communities. Most of these individuals have never received a high school diploma or have had consistent employment. As previously mentioned, many of these offenders have physical, mental health, and substance abuse issues.  A recent study of 1800 arrested and detained youth found that nearly two thirds of males and three quarters of females met diagnostic criteria for one or more psychiatric disorders, yet few youth receive treatment in custody. Moreover, as if the reentry process were not difficult enough, they are often returning to neighborhoods with high rates of poverty, drug use, unemployment, crime, and gangs (Toro, 2007). These negative influences will enhance the youth chances of recidivism even more so; trap them in this less desirable environment ultimately allowing the cycle to continue (Zeidenberg, 2006).

Course Integration

Values and Ethics

Values and ethics are vital to the social work profession. It is part of a blue print that assist social workers in keeping a sound mind, the values and ethics can be explained as what the social worker considers good or desirable (Dolgoff, Loewenberg, & Harrington, 2005). They underlie the social worker’s judgment or decisions about relative worth (Kirst-Ashman, 2012). The National Association of Social Workers (NASW) has developed a code that social workers must abide by; The Code of Ethics. The code of ethics examines six core values however; these values only provide guidance as to how a social worker performs in certain situations.

The Codes of ethics are embodiment of a profession’s values. They set forth principles and standards for behavior of members of that profession.  In social work, the primary Code of Ethics is promulgated by the NASW. The code of ethics addresses a range of; responsibilities that social workers have to their clients, colleagues, employers, and to society (Dean, 2013).  There are six core values in NASW Code of Ethics. Those codes are service, social justices, dignity and worth of the person, importance of human relationship, integrity and competence (Coggins, 2009). A social worker should be able to assimilate all of the mentioned values into the services delivered when working with clients. Social workers rely on knowledge, values, and skills to help people in need and to address social issues that hinder their clients’ success. For many social workers, many believe they have in some way been called to serve those in need. This calling, which refers to the belief that one has a special mission in life, is what compels social workers to work long hours, fight social injustices, advocate, and work toward a more compassionate society (Coggins, 2009).

Social justice allows social workers to deal with challenges of oppressed individuals and families. Social workers pursue social change on behalf of vulnerable and oppressed individuals or groups of people. Social workers focus primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice (Coggins, 2009). Social workers make every effort to ensure that the clients or population served receive needed information and such resources. It is a part of the social workers duty to advocate for the oppressed and voiceless. Social workers advocate for human rights and the pursuit of social and economic justice (Kirst-Ashman, 2012). Human rights involve the premise that all people, regardless of characteristics or circumstances are entitled to basic rights and fair, humane treatment.

Third, the dignity and worth of a person is one of the hardest professional values to adhere to as a social worker. Social workers are to treat each individual in a caring and respectful manner. Considering that social workers are people to and we are not perfect it is understandable that when dealing with certain clients some people may feel that their life is not worth them living. For example, social workers working in a jail with inmates who have raped women and children or murdered people; Are their lives worth more than the inmate or should they treated differently than any other human being? Of course not!   Social workers are to be mindful of surroundings, individual differences, cultural and ethnic diversity (NASW, 2008).

The fourth core value of ethics is the importance of human relationship. Social workers must recognize the central importance of human relationships. It should be understood that relationships between and among people are important to the process of problem resolution and change (Coggins, 2009).  According to NASW codes, social workers engage people as partners in the helping process. They seek to strengthen relationships among people in a purposeful effort to promote, restore, maintain, and enhance the well-being of individuals, families, social groups, organizations, and communities.

The fifth and sixth ethical principles are integrity and competence. Social workers act honestly and responsibly and promote ethical practices on the part of the organizations with which they are affiliated (NASW, 2008). Integrity in this field is a must. A social worker must behave in a trustworthy manner. As a social worker, you are to practice within your areas of competence, continually strive to increase your professional knowledge and skills, in order to contribute to the knowledge base of the profession (Coggins, 2009).

These six core values are extremely imperative to implement and utilize in a social workers delivery method of services to youth involved in the justice system. They all are important however, dignity worth of a person and integrity are by far the most important when working with vulnerable youth.  Integrity goes a long way as previously mentioned. Social workers must be mindful to integrate all the ethics and values in their work. Also, the social worker must build trust with the client. Building trust respects the ethical responsibility of commitment to the client. Due to the social worker being dedicated to the client and having self-determination, the service provided by the social worker will be effective when working with the youth involved in the juvenile justice system.

Social workers should have a responsibility to the broader society. According to the NASW Code of Ethics (2008) code 6.04, Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities they require to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice.

Social workers are agents for change and must advocate expanding choice and opportunity for all people, with special regard for vulnerable, disadvantaged, oppressed, and exploited people and groups (NASW, 2008). Therefore the social workers that assist this population should link youth with services however, if such services do not exist than the social worker should make every attempt to advocate and implement changes in the programs or services provided.

Diversity

Being diverse can be difficult if the meaning of diversity is not comprehended. Diversity means accepting and respecting human differences and understanding that every individual is unique. Accepting diversity ultimately strengthens us as a society and assists in eradicating discrimination, exclusion, and marginalization in regards to race, ethnicity, gender, socioeconomic status, sexual orientation, age, physical abilities, religious, and political beliefs (Kirst-Ashman, 2012). Diversity is respected by social workers as well as throughout the profession because it makes us culturally aware and assist in understanding people’s needs that are from different ethnic, racial, and cultural backgrounds without bias. Embracing diversity ultimately molds the social worker to become culturally competent and more efficient in rendering services to the youth. It makes us consciously aware of possible injustices against diversity in the agency worked (Dean, 2013).

For example, according to research from Annie E. Casey foundation the juvenile justice system lacks diversity. It generally fails to acknowledge and build upon family, community, and cultural strengths and practices. Reports document lack of access to cultural and spiritual activities for confined Native American youth, lack of culturally competent bilingual staff for Hispanic youth and their families, lack of interpreters for the hearing impaired and punitive responses to cultural expression, such as punishing Native American youth speaking in their primary language (Casey, 2006). The NASW’s Code of Ethics requires social workers to understand cultures, recognize strengths in cultures, and deliver services that are sensitive to those cultures (NASW, 2008).  Social workers must understand the importance of diversity in order to effectively deal with and provide service for the different types of individuals and agencies they have to serve.

Population at risk

Populations at risk are groups in society that have a higher probability to experience and suffer consequences of discrimination, economic distress, and oppression (Kirst-Ashman, 2013).  Youth of color is highly discriminated against in the Juvenile Justice System. Research suggests that laws are in fact becoming harsher despite declining youth crime (Casey, 2006).  In 2002 the Juvenile murder rate was the lowest in record history and violent crime was at a decade low. However, almost every state has made it easier to prosecute youth of color, specifically African American male youth, as adults and impose harsher punishment. The consequences are being imposed on youth of color more than their white counter parts, even when they commit the same offense (Casey, 2006).

These at risk youth will face many obstacles in regards to poor health conditions, unemployment, and lack of education, environmental challenges, and recidivism. The poor health conditions are paramount in this population. In regards to health we will consider mental and physical. Researchers estimate that upwards two-thirds of young people in detention centers could meet the criteria for having a mental disorder, a little more than a third need ongoing care-a figure twice the rate of the general adolescent population. Mental illness among youth detained is incredibly high (Ziedenberg, 2006).  The cause of the rise in the prevalence of mental illness in detention is the kind of environment generated in the nation’s detention centers, the conditions of that confinement; conspire to create an unhealthy environment. Researchers have found that at least a third of detention centers are overcrowded, breeding an environment of violence and chaos for youth (Ziedenberg, 2006). Another risk factor is physical health. Research found that incarcerated youth experience from double to four times the suicide rate of youth in community. According to the OJJDP, reports 11,000 youth engage in more than 17,000 acts of suicidal behavior in the Juvenile system annually (Ziedenberg, 2006).

As far economic distress and oppression this population is at a significant risk of not gaining the educational credentials they need to succeed as adults, having difficulty obtaining sustained employment, and are vulnerable to re-arrest for lack of treatment, support systems and networks. Youth of color are disproportionately vulnerable to these challenges because of inequities in the juvenile justice system (Casey, 2006). As a social worker we must acknowledge who the “at- risk population” is and how we can change that.

Social and Economic Justice

Pursuing economic and social justice is very essential to social work purpose. Economic justice refers to those aspects of social justice that relate to economic well-being, such as livable wage, pay equity, job discrimination, and social security (Dean, 2013).  Social justice refers to the creation of social institutions that support the welfare of individuals and groups. The goal of social justice is full and equal participation of all groups in a society that is mutually shaped to meet their needs. Social justice includes a vision of society in which the distribution of resources is equitable and all members are physically and psychologically safe and secure (Adams, 2010).

Juveniles face many challenges in the justice system.  The United States is the only country in the world where children can be sentenced to die in prison through life without parole sentences.  Often times, youth born into poor communities have very few options of gainful employment and meaningful education.  Because of these and other factors beyond their control, youth often turn to alternate communities, like gangs to find solace and acceptance.  Rather than lock young people up for the rest of their lives, our nation ought to provide adequate programming aimed at youth violence prevention, job training, and mental health services Adams, 2010).

The law requires the reduction of Disproportionate Minority Confinement (DMC). The Juvenile Justice and delinquency Prevention Act (JJDPA) reauthorization mandates that states address prevention and system improvement efforts to reduce DMC at every critical contact point within the Juvenile Justice System. According to CSWE, the purpose of social work profession is to promote human and community well-being. Furthermore, that purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons (Dean, 2013).

In other words social workers fight for equal rights for the clients. It is vital that social workers advocate against the injustices happening in their communities and even around the world. History has allowed us to see that by advocating and lobbying for change has increased awareness within the general public which as a result new laws and conditions have been enacted.

Social Welfare Policy and Services

Social welfare policies are also essential to the society because they are developed as a response to social problems, which results in the regulation of the provisions of benefits to people to meet fundamental life needs. It deals with and includes goods, services, and opportunities to further enhance social functioning. There are many laws that have been enacted that were meant to protect youth involved in the Juvenile Justice system. For example the Juvenile Justice System and Delinquency Prevention Act of 1974, was established to provide protection for young offenders through rehabilitation rather than punishment. It was revisited and revised in recent years due to the injustices that were being done amongst youth of color involved in the juvenile justice system.

According to Children law and Policy reports of widespread abuse in institutions across the country have demonstrated the importance of updating the Act to ensure the safety of children in custody, specifically children of color. In California, authorities failed to provide adequate medical and mental health treatment, and facility staff regularly used pepper spray on youth. In Indiana, staff sexually assaulted youth in one facility, and failed to protect youth from violence in several juvenile facilities. In Mississippi, staff in state facilities hog-tied youth, put them in shackles, and stripped youth and put them in dark rooms for 12 hours a day. In Texas, youth filed hundreds of complaints over physical and sexual abuse and repeated use of pepper spray by staff in juvenile facilities. In Maryland and Tennessee, youth were restrained on the ground by staff using dangerous methods; three youth died at two facilities in such restraint.  The federal government has enacted the JJDPA of 1974 which was established to protect the youth involved in the juvenile justice system, than why and how can these injustices still occur (Donahue, 2014).

Another injustice that must not go unmentioned is that of how many youth of color are detained within different states. According to the office of Juvenile Justice and delinquency prevention (ojjdp) in the year of 2005 considering ages 10-20, there were 26,000 young black youth detained in Arizona In 2013 there were 35,000.  In 2005 Florida had 297,000 black youth detained those numbers also increased to 302,000; Georgia had 269,000 in 2005, but in 2013 it rose to 287,000. In Illinois there was 200,350 juvenile inmates in 2005 as an opposed to 181,000 (Donahue, 2014). Consider the first three states mention drastically increased, however the state of Illinois decreased significantly.  Illinois has an automatic transfer statue which mandates the transfer of juveniles to adult criminal court if they commit specific crimes. These “specific crimes” are more likely committed by minorities (Donahue, 2014).

Being a minority enhances the probability that youth of color will be treated differently.  Embedded racial inequities produce disparities in youth treatment and outcomes. Compared to the treatment received by white youth, policies, practices, and stereotypes within the juvenile justice system work against youth of color and expose them to greater vulnerability for juvenile detention and compromised outcomes. As social workers and agents of change the sources and consequences of embedded inequities should be understood; how they are produced, and how they can be challenged in order to ensure that all youth are treated fairly and have an equal chance to succeed (Casey, 2008).

Human Behavior and Social Environment 

Human behavior and social environment are vital factors when considering reasons or explanation as to why a juvenile acts in a negative manner. There are many theoretical frame works and theories that can be considered, however Person-in- environment will be explored. Coined by Florence Hollis (1964) Person-in-environment (PIE) stresses a person physical, social, and psychological reality as well as the social realities that both limit and define that person. Social workers seek to examine both the personal, and the social aspects of all problems; social or personal ones. Most intervention happens at the individual level, while system approaches to problem solving seek mainly to improve individual functioning (Sands, 2011)

Person environment perspective recognizes the influence of environmental factors on human functioning (Coggins, 2009). This perspective is based on the notion that an individual and his or her behavior cannot be understood adequately without consideration of the various aspects of that individual’s environment. This perspective mainly provides a more adequate framework for assessing an individual, their presenting issue, and strengths. This perspective helps the social worker organize observations, planning, and intervention strategy (Dean, 2013).

Social workers must be understanding of the individual and take into account the person’s environment in order to provide effective services. Understanding the social environment means looking at issues of oppression, racism, socioeconomic status, gender, sexual orientation, health status, disability, and so forth. In addition, a social environment includes an examination of the effects of education, occupation, etc. (Coggins, 2009). 

Research

Research as it relates to social work is a systematic and objective inquiry that utilizes the research method to solve human problems and create new knowledge that is generally applicable to the social work profession. Social workers obtain much of our knowledge base from the findings derived from research studies that utilize the research method. However, all research studies have built-in biases and limitations that create errors and keep us from being absolutely certain about the studies’ outcomes. The purpose of social work is exploration, description, explanation and evaluation.

Exploration is typical when a researcher is examining a new interest, when the subject being studied is new or unstudied or when a researcher seeks to test the feasibility of undertaking a more careful study. Description describes situations and events. The researcher observes and then describes what was observed. Explanation, the third general purpose, simply explains things. Reporting why something is the way it is rather than a simple generalized statement. For example, reporting why some cities have higher child abuse rates than others rather than simply reporting the different child abuse rates is description (Grinnell, 2012).  The last purpose is evaluation. This purpose is used to evaluate social policies, programs, and interventions. The evaluative process of social work research encompasses all three of the preceding purposes. A number of questions may be asked in order to understand whether a social policy, program, or intervention is effective or not (Grinnell, 2012).

When discussing research it is important to point out that research could also be categorized as pure or applied. Applied research helps develop solutions for problems and applications in practice; whereas pure research develops theory and expands our profession’s knowledge base. The difference between the theoretical results and practical results makes the principal difference among pure and applied research.  In regards to research there are two types of approaches; quantitative and qualitative.  If Quantitative is used typically the data obtained is represented in the form of numbers. If qualitative the data is presented in the form of words, diagrams, or drawings (Grinnell, 2012).

The SIM Program has been developed to shed light on the effectiveness of rehabilitation for youth. The creators of the program believe that every child is worth fighting for and fights against the injustices youth face in the juvenile system. SIM has been asked to conduct a study for the mayor of Atlanta so legislation can be changed and implemented. This proposed research study will focus on a quantitative study, with participants from the Success in the Making (SIM) study. The question that is posed is how can the Justice System provide more effective and efficient services to decrease the recidivism rates among the African American male youth and ensure a more successful outcome once released from the Juvenile Justice system?

Advocators and policy makers need to understand how effective rehabilitation services are to African American youth in the juvenile justice system, specifically the young men. There has been much controversy in regards to punishment versus rehabilitation among juveniles. The purpose of this study is to show that rehabilitation efforts are more effective. This study will survey two groups of young men exiting the Juvenile Justice system in Atlanta ages 15-19. One group will receive services from SIM (Group A; n=30) and the other group (group b; n =30) will not receive services however, they will be compensated for participating. SIM will do follow –ups four times a year for 3 years. Group B participants will check in by phone. The hypothesis of this study will examine both groups success after being released from the juvenile system.  Success will be measured by an individual attending school regularly for at least six months; also, by not getting in trouble with the law. The successfulness of an individual will provide evidence that rehabilitation services given while detained and providing wrap around/ case management services after release; reduced the recidivism rate among the juveniles.

Longitudinal Survey design (cohort type) survey will be used as the research design. This design was chosen because it provides data at various points in time so that changes can be monitored over time. Cohort study is a study in which two subjects who presently have a certain condition and/or receive a particular treatment are followed over time and compared with another group who are not affected by the condition. It follows a particular cohort of people who have shared experiences (Grinnell, 2012). Data collected from the survey will be used to evaluate how effective the intervention program is.

As a social worker it is paramount that we understand how research is collected to determine if in fact the results are accurate and valid.  It is critical for a social worker to examine and keep current with emerging knowledge relevant to social work and fully use evaluation and hat research evidence in their professional practice (NASW, 2008). Social workers and researchers base their conclusions on careful observation, systematic trial, and intelligent analysis. Both observe, reflect, conclude, try, and monitor results, until the problem at hand is addressed.

Methods and Fields

The mission of the social work profession is to improve human wellbeing and help meet the basic human needs of all people, with a particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty (NASW, 2008). It is the responsibility of the social workers to empower these youth who are involved in the Juvenile Justice system. The effects of empowering youth can be felt on all three levels of micro, macro, and mezzo. On a micro level, the social worker must ensure that there is an individualized plan for the youth which ensures success because all cases are different. On a mezzo level, the social worker should be able to work with a group of youth using a strength perspective on a therapeutic setting. On a macro level, social workers should boldly work to advocate for change on a federal level. Activities of practitioners at this level include the following: development of and work with community groups and organizations; second, program planning and development; and third, implementation, administration, and evaluation of programs (Dean, 2013).

When working with the juvenile justice system the social worker must be aware of the mission of the agency. The primary mission of the juvenile justices system is to rehabilitate young offenders who are in juvenile facilities (History of Juvenile Justice, 2007). Programs offered to the involved youth are supposed to lessen the chances of reentry. Strategies used to assist this population are functional family therapy and the holistic approach. The holistic approach focuses on the whole persons need; and the social worker prioritizes the problems at hand and provides solutions. These approaches are applied by the agency’s efforts to unify the family by providing therapy and other resources to the family as a whole rather than just the client (NASW, 2008). However, some programs that assist are VPI, JDAI, and other programs that give a youth an alternative to detention.

Urban Case Study

The Agency

The mission of Each one teach one(E1T1)  is to link the youth who are involved  with the Juvenile Justice system to resources within  or sometimes away from their community in order to help prepare them to integrate back into the community. E1T1 strives to ensure that clients are ready to become independent and law abiding citizens. This is achieved by connecting the youth with a network of people who offer adequate support services to assist in preventing and decreasing the risk factors such as unemployment, drug addiction, tutoring, counseling, conflict resolution, mentoring, etc. E1T1 makes every effort to prepare these youth to be law abiding citizens by connecting them to caring, like minded individuals that understand the premise from Frederick Douglas “it is easier to build strong men, than to repair broken ones.”

E1T1 offers many support services. The services provided will link youths to other families, the church, and also mentoring services from ex-offenders.  E1T1 is a program through The Haram bee Agency. The social workers here typically have a caseload of 20 children. The children come in twice a week to meet with the social worker. They may also be visited at school or their homes/placements.

The Client

Marcus Scott aka fats is 15 years of age. He is brown skin 6’2 170lbs. He is a Client of the Department of Juvenile services and has been ordered to do 2 years of supervised probation for robbery and drug distribution. This is his first time getting in trouble to this extent. He and his mom currently live in section 8 housing. He is currently unemployed and not attending school. He has tested positive for marijuana the last three out of five times within the last five months. Primary language is English. He has a good relationship with his mother, however he feels he is a man and can do what he wants. Client’s mother states that he did not start rebelling and getting into trouble until they moved to Baltimore city after she lost her job. He is 3 of 6 kids; and the older 2 older kids live with their father while the last four children’s father divorced their mother two years ago. Within that past two he has been caught selling drugs, stealing, fighting, and being disorderly. Mom states that before all this he was really a good child and did well in school. He did so well that he made the honor roll three times in a row in the eighth grade.

Marcus was referred to E1T1 by DJS.  Before services can be rendered an initial interview has to be conducted to assess the need of the client. During this interview, the client did not say anything however his face was blank and his body language was clear. He stated that he did not want to be there and this was a waste of his time.  It was decided to reconvene at a later date. At the second interview he seemed more open to speaking.  The social worker began to explore reason behind his behavior. She asked him if he would like to explain what makes him display negative behavior.  He simply replied “Because it’s fun and I’m a G.”  

Social Worker’s Perception of the Problem

Social worker perceives that Marcus is a very bright young man. Social worker believes that Marcus is angry due to his father’s absence, parents’ divorce, and recent move and lack of friends.  He blames His mother for his father not being there. He lacks positive peer support and thinks being a “gangsta” is cool. He has no intentions on going to school and following rules.

Plan for Intervention

Marcus will attend a support group that includes other teens who are involved in the juvenile Justice system in some way, shape or form for a period of six months. He will also attend anger management classes and seek individualized counseling for six months. He will also give urine analysis once a month. The group will discuss the teens’ feelings about past experiences, traumas, and life events. The goals for Marcus will be as follows: 1) no fights for the next six month. He must utilize techniques learned in anger management class. 2) Attend counseling session for an hour at school once a week for six months. 3) Do not violate probation.  No prior mental health issues.  Marcus will also be paired with a volunteer mentor that was once a troubled youth in hopes that Marcus will decide to change his life and make healthier decisions. Social worker asked Marcus if he was interested in family counseling he was adamant that his mother would not come and said to not ask her. The social worker decided that family counseling would be revisited.

Six Months Later

E1T1 reports that Marcus has been attending school regularly. He currently plays basketball for Northwestern High school while obtaining a 2.8 GPA. He will proceed to the eleventh grade upon completion of three extra classes that will be taking on Saturdays and in the summer. He has a girlfriend that he adores and a best friend that is also on the team. Counseling is ongoing; his mother has decided to join him to strengthen their bond and soon his siblings will be included. There have been three attempts to reach out to Marcus’s father. No response. There has been a drastic change in his behavior. He has not had a physical altercation. He has had one positive test for marijuana but he promises that he does not do it anymore.  The client’s mother says that relationship is better and that he is more respectful and considerate of his younger siblings.  He still communicates with some of his old friends but he seems to be very motivated and determined to succeed. Social worker worries about this however; client states that she should not be because he knows the alternative. Client and his mentor speak everyday about the struggles that Marcus faces. Haram bee has referred Marcus’s family to another agency that helps low income families move to a more conducive environment. This should be beneficial to Marcus success.

Implication for practice

Social workers are agents for change and as previously mentioned advocators for the oppressed.  Social workers play a significant role in the lives of the youth they serve. In regards to the involved youth the social worker should advocate within and outside their agencies for adequate resources to meet the youth’s needs (NASW, 2008). Research has proven that the detention return has increased therefore suggesting that current practices are not working (Ziedenberg, 2006).  As social workers action must be taken.  Punishing the youth is not the answer; social workers must equip the youth with knowledge and empower them to do better upon release. Social workers are to advocate and provide the youth for what they need. Research shows that with other support systems youth have a greater chance of success once they reenter the community.  Social workers and advocators are key agents for independence for these youth. It is the responsibility of the social work practice to make sure that these adolescents have their basic needs provided when they exit the Juvenile Justice system (Ziedenberg, 2006).

For example, in Ohio a school was created for at risk youth males. He was a security guard at an underserved school and decided to implement change. A man saw a need and filled it. In a place where violence and school dropout rates where at an all-time high he managed to keep the boys motivated and determined to graduate by using a wraparound method. The teachers tutor, and parents were all included to ensure the success of the child.  Three years late, the all-boys academy had 0% drop out rate.  Although this man, who achieved this obstacle was not knowledgeable in the practice of social work he clearly is a social worker at heart. He advocated and fought against the injustice that plagued the young black men in his city. He is an agent of change (Crossman, 2014).

Implications for Policy

At the core of social work, is the mission which provides and advocate for our clients’ basic human needs. Reviewing the literature available it is evident that the recidivism rate is increasing among youth of color due to many psychosocial factors such as poor health status, lack of education, employment and environmental challenges. Through the evidence provided it has shown that detainment is neither working nor helpful to the detainee.  Therefore, existing programs should be evaluated for effectiveness so that they may be altered and enhanced. A wrap around approach should be used so that the youth is protected and services rendered can be more effective.  According to positive behavioral interventions and supports (PBIS) the wraparound approach is a philosophy of care with defined planning process used to build constructive relationships and support networks among students and youth with emotional and behavioral disabilities and their families. It is community based, culturally relevant, and family centered. This would reduce the detention return rate, and increase the education and employment opportunities for the future (pbis.org).

The Juvenile Justice Systems should examine the results of the existing studies and consider changing the way of things currently. The Juvenile Justice Systems should also require more form the case workers such as educational credentials or at bare minimum require them to attend workshops that could better equip the case worker to working with this population.

Summary & Conclusion

Juvenile laws in the United States were influenced by English lawyer William Blackstone (History of Juvenile Justice, 2007). Many nations adopted his philosophy including the United States of America. There was a distinction made among infants and adults at common law. Two things were required to hold someone accountable for a crime. First, the person had to have a vicious will, and second the person had to commit an unlawful act. If either the will or the act was lacking, no crime was committed. The first group of people was identified as incapable of committing a crime was infants. Children under the age of seven were classified as infants who could not be guilty of a felony. Children over the age of 14 were liable to suffer as adults if found guilty of a crime. Blackstone believes between the ages of seven and fourteen was a gray zone, meaning a child at that age would be presumed incapable of crime. However, if appeared that the child understood the difference between right and wrong, the child could be convicted and suffer the full consequences of the crime (History of Juvenile Justice, 2007).  Due to Blackstone’s work, the foundation of the Juvenile Justice System in the United States was established.

During the nineteenth century, the treatment of juveniles in the United States started changing.  Social reformers began to create special facilities for trouble juveniles especially in large cities such as New York and Chicago (History of Juvenile Justice, 2007). The schools supported juvenile offenders by separating them from adult offenders. They also focused on rehabilitation by trying to help young offenders avoid a future life of crime (The history of Juvenile Justice, 2007). In 1899, the first juvenile court in the United States was established in Cook County, Illinois. The Juvenile court was created through the state’s parent’s patriate doctrine. The purpose of the legal doctrine of parents patriate (a Latin term that means “parent of the country”) gives the state the power to serve as the guardian (or parent) of those with legal disabilities, including juveniles. Due to this doctrine and the developments of the reformed schools the courts attempted to focus on “the best interest of the child” and believed in the effectiveness of rehabilitation over punitive methods. Over time the view of the courts began to change.  The Juvenile Justice system’s departure from treatment and rehabilitation ideals was part of a broader move in that direction that had its start in the adult system. Fueled by the “nothing works” sentiment of the time, the criminal justice retreated rapidly from what the U.S. Supreme Court called “outmoded rehabilitation model” in Mistretta v. U.S. of 1989. The public policy responses to the “nothing works” conclusion were regrettable because the underlying premise, as it turns out, was wrong (Chambliss, 2011).

Youth   involved in the Juvenile Justice System face many issues within itself. However, they face even more once released. As mentioned earlier, some of the challenges that plague this population are physical and mental health status, employment, education, and environmental. It is vital to mention that these challenges hinder the success of the youth and increase the chance of detention return (Zeidenberg, 2006). This population is very vulnerable and impressionable and change needs to be implemented on all levels, especially the macro level. Change on the macro level will ultimately change on the rest because it can enhance or change the method used and the programs that assist the youth.

Social workers must advocate for this population and ensure that these youth are successful and have their needs met inside the facilities and have programs that assist them when they leave and are out in the community.

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