Discussion Question

Learning ResourcesPlease read and view (where applicable) the following Learning Resources before you complete this week’s assignments.ReadingsCourse Text: Schmalleger, F. (2016). Criminal justice: A brief introduction (11th ed.). Hoboken, NJ: Pearson Education IncChapter 13, “Juvenile Justice”Optional ResourcesMediaNote: Because of the ever-changing nature of Web sites such as those listed below, there is no guarantee that clips will always be available. Hence, the following links are listed as Optional Resources only. However, it is highly recommended that you view them, as they will assist you in completing one or more of your assignments.Video: Frontline. (2007). When kids get life. Retrieved from http://www.pbs.org/wgbh/pages/frontline/whenkidsgetlife/view/?utm_campaign=searchpage&utm_medium=videosearch&utm_source=videosearchThis video offers a glimpse into the lives of young men who were sentenced to life in prison for crimes they committed as youths.View Chapter 11: “Epilogue” (This chapter has close captioning)Juvenile Justice System: Strengths and LimitationsOn the surface, the juvenile justice system closely resembles the adult criminal justice system, but there are dramatic differences. While the criminal justice system considers shame to be a component of correctional criminal justice, the juvenile system takes great care to protect even the most violent youthful offenders until they are deemed adults and are eligible to enter the main criminal justice system. Most youthful offenders are subject to truncated due process rights in order to protect their interests as children, and they are stewarded through the juvenile criminal justice system with the hope that they can be reformed. (However, some young offenders accused of very serious crimes are tried as adults and receive the same methods of adjudication and correction as adult offenders.)For the most part, child criminals are protected from scrutiny at large and entered into a system that ideally helps them change their behavior patterns and become functioning, contributing members of society. Although protecting the interests of the child offender is of great concern, the stigma of being a delinquent—a term that was, incidentally, coined to avoid stigmatization—still proves to be problematic in society and, therefore, possibly undermines the attempt at reform rather than punishment.To prepare for this Discussion:Review Chapter 13 in your course text, Criminal Justice: A Brief Introduction. Pay attention to the purposes of the juvenile justice system and take into consideration the agencies, processes, and problems in the system.Conduct an Internet search (“juvenile justice” or “juvenile justice system”) to ascertain what is currently happening in juvenile justice (both in public policy and in real-life applications) and how it is working and not working.Identify at least two strengths and two limitations of the system and think about why you see them as strengths and limitations.Consider the following question: Do you think that the juvenile justice system has a raison d’être—a reason to be—in today’s society? If so, why? If not, why not?With these thoughts in mind:Post by Day3 a brief description of two strengths and two limitations of the modern juvenile justice system. Be specific and use examples to illustrate. Then, take a position: Do you believe that the juvenile justice system has a raison d’être—a reason to be? Justify your position with specific examples.Be sure to support your postings and responses with specific references to the Learning Resources.