Work in the Youth Justice Environment, Assessment Example

What is the difference between community based and custodial corrections ? Provide examples.Community-based approaches to rehabilitation have gained currency in the western world. Community-based corrections refer to untraditional incarceration in which a restorative justice approach is taken rather than insulating an offender in prison. It is largely unknown whether or not custodial versus non-custodial approaches impacts the recidivism rates, although initial studies reveal that non-custodial sanctions abate the re-offending rates in comparison to custodial ones. Community-based alternatives have been actively pursued because of the inefficacy of custodial adjudication on deterring crime. In addition, custodial sanctions are quite costly, so the public is far more open to community-based alternatives in order to quell crimes rates.

What is cultural shock in relation to young indigenous people who are placed in detention facility ? What can be done to reduce its  effects ? What is cultural understanding and what do workers need to do when attempting to understand indigenous and other cultures ? Cultural shock refers to a situation in which a person feels disoriented while experiencing something unfamiliar due to a change in environment (usually social environment) or travelling to a different type of life. Prison is a completely new experience for juvenile offenders, especially those who come from subaltern communities in which they already receive a level of discrimination and harm waged against them. Culture shock involves various phases, and the acuity of the shock depends on how drastically different prison is for an indigenous person in comparison to their usual living environment. Culture shock can be dealt with in a variety of ways, although it is virtually impossible to abate it within the context of incarceration. It is important to forge positive associations with an individual who undergoes cultural shock, especially an indigenous person who is cut off from their familial and cultural ties.

What do the united nations rules for the protection of juveniles deprived of their liberty state about the right of young people in custody to make  complaints ? Explain in English what the articles 37and 40 of the united nations convention on the rights of the child state.The United Nations devised a constitution in which the representative body delineated what the rights of a child are under law. In Article 37, it states that no child can be subjected to torture or any inhumane and cruel punishment or treatment. As such, they cannot be put to death for a crime committed nor given a lifetime sentence within the hope of being released because children cannot be held accountable for their actions in the same way that adults are. Children are defined as individuals who are under the age of 18. Moreover, children can never be held arbitrarily against their will, so arresting and/or imprisoning a child can only be carried out as a last resort.  Children must be treated as human beings, so the idiosyncrasies of their age must be acknowledged and addressed. All children are to be adequately represented for adjudication by a legal attorney. Article 40 states thatlegal actions against a child must reinforce that person’s worth and dignity even if the child infringed on a national or international law.If juveniles are deprived of their liberty, then they have the legal agency to file complaints for immunity.

What are ethics?  Where can youth justice workers find information about their organisations ethical guidelines?Ethics refer to certain principles that govern people’s behavior. Within a society, there is an accepted code of ethics that members are expected to follow. The same holds true for an organization because a strict code of manners and behavior are expected of public servants. Within the criminal justice system, organizational ethics are of paramount importance because of the implications of actions that take place therein. Youth justice workers can look to organizations’ respective code of condut to ensure that they comply with the organizational ethics and expectations.

How does brain development affect risk taking behaviour ? What  is known about the connection and offending behaviour and drug use in young people?Individual differences in impulsivity are at the core of risk taking behaviors so prevalent during adolescence. The most hazardous risk-taking behavior are connected to impulsivity characteristics that can be seen during the earliest stages of brain development in juveniles. However, scientists have ascertained that implementing interventions at an early age can abate the impact and severity of risk-taking behavior by increasing the control over a juvenile’s behavior and foment community values in an individual such as educational achievement. Sensation seeking constitutes merely one form of adolescent impulsivity, which poses a threat to an adolescent’s health development. The evidence however reveals that adolescents experience limited brain development which is why they struggle to control their impulsivity and risk-taking behaviors. Some scientists attribute that to the lack of exposure to adult behaviors. Nonetheless, it is clear that the transition from childhood to adulthood requires more scientific research in order to fully understand the biological component of risk-taking behavior so prevalent in adolescent circles. Experimentation with drugs is one manifestation of impulsivity and sensation seeking, which i why so many juveniles engage in such illicit behaviors.

What is risk assessment relating to violent behaviour?Risk assessment is used by the community in order to predict violent behaviors in the future. There is ongoing debate about the efficacy of risk assessment. Indeed, risk assessment is frequently used in criminal justice an clinical settings, but their predictive currency relies on how such tools are utilized. Extant literature attests to the fact that risk assessment can accurately identify the behavior of low-risk individuals but they cannot be the only determinants of sentencing or releasing a violent offender. If an offender commits a violent crime even after he or she has been incarcerated in a correctional facility, the currency and efficacy of risk assessment is called into question.

Where can workers get information about their roles and responsibilities ? What should they do if they are unsure of what  to do or not have the authority to do ? As part of their job role , why do workers need to explain the  boundaries of relationships between themselves and young people  ?All organizations provide information about the roles and responsibilities of their employees in an organization handbook. If workers are unsure about their roles, they should consult with human resources and/or their superiors in order to fully comprehend what authority they may or may not have. Within the criminal justice system, it is imperative that rogue officers do not let their emotions interfere with their roles and responsibilities for the adjudication of minors. Workers must always maintain boundaries, especially with juvenile offenders, because adolescence is the age in which people lack self-control and often push boundaries. As such, officers must maintain their superior position but not overstep the limitations of their authority.

What information might be recorded about young people ? What can you do to ensure that information in written documents is communicated clearly ?Information about young people would include their racial background, education, age, demographics, and family history. To ensure that the information is communicated clearly, a recording of an interview with a juvenile offender can be taken so that information can be checked for accuracy.

What is oppressive language ?Oppressive  language refers to lexicon that  connotes a certain correlation with a particular social group, whether it refers to that group’s race, class, gender, ability, sexuality, etc and is usually pejorative in nature. It is ubiquitous and can be gleaned in a variety of contexts, including academia and popular culture.

References

Hess, K. M., & Drowns, R. W. (2004). Juvenile justice (4th ed.). Belmont, CA: Wadsworth/Thomson Learning.