1Juvenile Justice: CJJ 4010 Test #1 – Study Guide 1. Know how and why the concepts of childhood and adolescence changed in the 19th and 20th century. You should be able to define the concepts, and know the key players and factors associated with their evolution/invention. 2. Be familiar with the Progressives’ reforms that institutionalized childhood and adolescence. 3. Be able to define the terms on the slide titled “A quick introduction to the juvenile justice system.” 4. Be able to distinguish the consensus model from the conflict perspective. 5. You will definitely need to know when and where each of the three key juvenile justice institutions were established. 6. You need to know the regimens and conditions in, as well as the characteristic functioning of, these institutions (e.g. how the first juvenile courts operated). 7. Understand the important social developments and circumstances associated with the child-saving movement, as well as the popular view of crime at that time. 8. You to be really familiar with the first juvenile courts – e.g., background, philosophy, outcome, etc. 9. Know the key themes we went over regarding the establishing and functioning of the training school and juvenile court in Memphis, Tennessee. 10. Be familiar with the New York Children’s Aid Society’s placing out plan – e.g., what it was, what it really was, and the underlying motives. 11. Understand how the juvenile justice system viewed and handled black youths in the 19th century, how the black child-saving movement differed from the white child-saving movement, and how the black-saving movement evolved over time. 12. Know how Progressives’ and the juvenile justice system viewed and treated female youths in the 19th century (e.g., how they girls were treated, their institutional regimens, etc).213. Know the key criticisms of the first wave of juvenile justice reform. 14. Be familiar with the second wave of juvenile justice reform (e.g., key players, the advocated ideas and goals, etc). 15. Know the background of behind the third wave of juvenile justice reform. 16. Be very, very familiar with the key court cases associated with the third wave of juvenile justice reform. This includes those I mentioned in class, and any mentioned in the Platt book. 17. Know and understand the key factors associated with the shift to “get tough” juvenile justice. 18. Be familiar with social disorganization theory, and particularly with where in the city delinquency rates were highest. 19. Know the reports of rational choice theory, and the different methods for controlling rationalized delinquency. 20. In terms of Merton’s strain theory, you need to know how law controls people, and how people can adapt when law loses its binding force. 21. For Agnew’s general strain theory, know what it considers to be straining, and the route though which this leads to delinquency. 22. For Gottfredson and Hirschi’s self-control theory, know what self- control is, what it explains, what produces it, and when it develops. 23. Know the key propositions of Sutherland’s differential association theory. 24. Know the theoretical model (e.g. what causes what) described in Sampson and Laub’s age-graded theory of informal self-control. 25. Know Trait theory’s reports. 26. Know what Hirschi’s social bond theory views as the cause of delinquency, and also what is claims prevents delinquency. 27. Know the different subcultures described in Cloward and Ohlin’s theory of differential opportunity. 28. Be familiar with the Techniques of Neutralization.329. Know what distinguishes Burgress and Akers’ differential reinforcement theory from Sutherland’s differential association theory. 30. Know what routine activities theory asserts is the cause of delinquency. 31. Be familiar with the key reports associated with symbolic interactionsim. 32. Know the basic concepts, and possible outcomes associated with labeling theory. 33. Be comfortable with the central arguments in Reiman’s pyrrhic defeat
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