Q CRJU155 – Emerging Trends in Juvenile Justice Portfolio Project Directions and Rubric This Portfolio Project is worth 15% of your overall grade. Completing this Assessment will help you to meet the following outcomes: Course Outcomes • Identify the range of options utilized by juvenile corrections, including institutional and residential alternatives. • Examine the psychological, sociological, and biochemical explanations of juvenile delinquent behaviors. • Debate the impact of juvenile transfer and judicial waivers on the adjudication of juvenile offenders. Program Outcomes • Distinguish job functions and responsibilities of both public and private agencies serving the justice sectors. Institutional Outcomes • Information Literacy and Communication - Utilize appropriate current technology and resources to locate and evaluate information needed to accomplish a goal, and then communicate findings in visual, written and/or oral formats. • Relational Learning - Transfer knowledge, skills and behaviors acquired through formal and informal learning and life experiences to new situations. • Thinking Abilities - Employ strategies for reflection on learning and practice in order to adjust learning processes for continual improvement. Scenario You have been working as a youth counselor/case manager for an agency that has both residential and non-residential programs. Your supervisor is Jean Johnson. Federico Vasquez is the newest client at this facility in the non-residential program for the s tatus offenses of truancy and unruly behavior. Mr. Vasquez has recently been charged with the criminal offense of burglary which is a felony. Mr. Vasquez is a 16-year-old hispanic, male who has a history of alcohol and marijuana abuse. After struggling with behavioral problems and poor attendance, he recently dropped out of high school. It has not yet been determined if he has a learning disability or a mental health diagnosis such as ADD/ADHD. His older brother was removed from the home a year ago; his mother is on social services and is a recovering opiate addict. He was physically abused by his father who is now in state prison after being convicted of burglary. Below are six projects you will work through during the session, beginning with memos to your supervisor accumulating information pertaining to Mr. Vasquez and culminating with a memo to the judge arguing either for or against judicial waiver to adult criminal court. Deadline Deliverable items for the Portfolio Project will be required at different points during the course. Details for each submission are included below in the Deliverable Descriptions. Deliverable Descriptions Week 2: Essential Questions Discussion (EQ) • Due by the end of Week 2 at 11:59pm, ET. This will be a discussion within the Week 2 Activity folder to share your EQ and responses to peers. These directions introduce the idea of Essential Questions (EQ). Since this may be a new concept or term for you, it is a good idea to familiarize yourself with what an Essential Question is and how you can create your own. Choose one (1) of the two (2) Essential Questions below and formulate a response: • Why do juveniles commit crimes? • Should juveniles be permitted to be enter into the adult criminal justice system? Create one (1) additional Essential Question that will help you with the writing of this project. Briefly discuss how your question will help guide the development of your project. Be sure to review your instructors comments and incorporate the feedback into your submission. Week 3: Memo to Supervisor • Due by the end of Week 3 at 11:59pm, ET. Utilizing your resources and the lectures, outline the five types of social risk factors for health and behavior problems as well as one explaination of a psychological, sociological and biochemical explanations of juvenile delinquent behaviors you will need to consider while interviewing Fedrico Vasquez. Create a memo to your supervisor summarizing these risk factors and other behaviors that are prominent in your newest client. You should use at least one article for the risk factors and one article for the explanations, provided below, to help provide informaiton for your memo. Please review the template for this memo below: The memo must include an introductory paragraph, one brief paragraph for each of the social risk factors that pertain to Mr. Vasquez as noted in the scenario listed above and a concluding paragraph. Be sure to review your instructor's comments and incorporate the feedback into your submission. (Approximate length: 1 page). Risk Factors: Barnert, E. S., Perry, R., Azzi, V. F., Shetgiri, R., Ryan, G., Dudovitz, R., & ... Chung, P. J. (2015). Incarcerated Youths' Perspectives on Protective Factors and Risk Factors for Juvenile Offending: A Qualitative Analysis. American Journal Of Public Health, 105(7), 1365-1371. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=heh&AN=103318264&site=eds-live&custid=s8999143 Pyle, N., Flower, A., Fall, A. M., & Williams, J. (2016). Individual-Level Risk Factors of Incarcerated Youth. Remedial & Special Education, 37(3), 172-186. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=EJ1100476&site=eds-live&custid=s8999143 Explanations: Walsh, A. (1992). Genetic and Environmental Explanations of Juvenile Violence in Advantaged and Disadvantaged Environments. Aggressive Behavior, 18(3), 187-199. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pbh&AN=11919613&site=eds-live&custid=s8999143 Barnes, J. C., & Jacobs, B. A. (2013). Genetic Risk for Violent Behavior and Environmental Exposure to Disadvantage and Violent Crime: The Case for Gene–Environment Interaction. Journal Of Interpersonal Violence, 28(1), 92. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=mdc&AN=22829212&site=eds-live&custid=s8999143 Week 5: Article Review • Due by the end of Week 5 at 11:59pm, ET. As lifelong learners we need to expose ourselves to current trends and events pertaining to our career. The lectures outlines several dispositional alternatives available for juveniles including: treatment, probation, foster home placement, private detention facilities, various forms of restorative justice, etc. Select from the articles provided below, then prepare a review of two journal articles, relating to the dispositional alternative of your choice. In your Article Review, explain dispositional alternatives and define the dispositional alternative that you chose. Next, analyze and summarize the findings presented in the article. Finally, offer your opinion on the value of the information in the article and how it will support your evidence. Critically evaluate how it will relate your research to your position. Treatment: Schwalbe, C., Hatcher, S., & Maschi, T. (2009). The effects of treatment needs and prior social services use on juvenile court decision making. Social Work Research, 33(1), 31-40. Retrieved from http://search.ebscohost.com.libproxy.bryantstratton.edu:2048/login.aspx?direct=true& db=ccm&AN=105469470&site=eds-live Probation: Ryan, J. P., Abrams, L. S., & Huang, H. (2014). First-Time Violent Juvenile Offenders: Probation, Placement, and Recidivism. Social Work Research, 38(1), 7-18. Retrieved from http://search.ebscohost.com.libproxy.bryantstratton.edu:2048/login.aspx?direct=true&db=ccm&AN=107900864&site=eds-live Foster Home Placement: Chow, W., Mettrick, J. E., Stephan, S. H., & Von Waldner, C. A. (2014). Youth in group home care: youth characteristics and predictors of later functioning. The Journal Of Behavioral Health Services & Research, 41(4), 503-519. Retrieved from http://search.ebscohost.com.libproxy.bryantstratton.edu:2048/login.aspx?direct=true&db=mdc&AN=22529035& Private Detention Facilities: Lubow, B. (1999). Successful Strategies for Reforming Juvenile Detention. Federal Probation, 63(2), 16. Retrieved from http://search.ebscohost.com.libproxy.bryantstratton.edu:2048/login.aspx?direct=true&db=f5h&AN=2871582&site=eds-live Restorative Justice: Newton, D. (2016). Restorative Justice and Youthful Offenders. FBI Law Enforcement Bulletin, 14. Retrieved from http://search.ebscohost.com.libproxy.bryantstratton.edu:2048/login.aspx?direct=true&db=f5&AN=119439024&site=eds-live Week 6: Memo to Supervisor • Due by the end of Week 6 at 11:59pm, ET. Based on the scenario presented above, compose a memo to your Supervisor, Jean Johnson, indicating the first three outside agencies you believe should become involved in this case. Using your resources, choose from school personnel, CPS, juvenile probation officer, mental health counselor, substance abuse treatment, a family member, and/or any other outside agency that offers services appropriate for the defendant. What information will you need to obtain from each of these agencies? (The memo must include an introductory paragraph and one paragraph for each of the outside agencies involved in Mr. Vasquez’s case.) In addition, part two of the memo will focus on prevention programs, diversion programs and restorative justice programs that are available for juveniles. Some examples of these are school programs, wilderness programs, restorative justice programs, child and family services, federal programs and treatment/therapeutic courts, etc. Select two types of programs you believe would be appropriate for and would benefit Mr. Vasquez. Compare and contrast these two programs as they apply to Mr. Vasquez and make a recommendation as to which you feel would be the more effective option. Be sure to review your instructor's comments and incorporate the feedback into your submission. Please review the template for this memo below: (Approximate length: 1-2 pages). Week 7: Letter to Judge and Submission to ePortfolio • Due by the end of Week 7 at 11:59pm, ET. Compose a formal letter to the Judge, Honorable William Wolbert, who is assigned to this case. Outline Mr. Vasquez’s background, risk factors, current status with your program (you may choose compliant or non-compliant). Use your problem-solving skills to propose a formal recommendation that is appropriate for Mr. Vasquez as a resolution of this case. You must argue for or against the impact of juvenile transfer and judicial waivers on the adjudication of juvenile offenders based on his new criminal charge. This is a culminating letter which summarizes information from prior weeks. The format is outlined below and should include one outside resource as well as in-text citations and references that follow APA Guidelines (Approximate length 1 single-spaced page). Outline for Letter to Judge – Be sure to use formal writing and be respectful of the Judge’s position and authority. You are providing information and may make a recommendation but do not tell/direct the Judge what to do. Please review the template for this memo below: (Approximate length: 1-2 pages) Upload the 2 memos to your supervisor and letter to the Judge to the following Program Outcome in your ePortfolio: • Distinguish job functions and responsibilities of both public and private agencies serving the justice sectors. Week 7.5: Reflection • Due by the end of Week 7.5 at 11:59pm, ET. For the final piece of your Portfolio Project, you will reflect upon your experience completing the Portfolio Project. This reflection will be delivered orally in the format of a video or PowerPoint with Voiceover. The total recording should be 2-3 minutes in length. • In your own words, describe how this project helped you gain the knowledge and skills needed to perform the Program and Institutional Outcomes identified on the first page. • State how the knowledge and skills gained will be beneficial to your future career. Upload and submit your final oral reflection PowerPoint with voiceover or video. Reflection Grading Criteria PowerPoint: • Slides must be organized. Font color, size, and style must be easy to read • Slides should be in bullet-point format. Avoid full paragraphing or narratives • Bullet points must highlight main points of the reflection questions Oral Presentation: • Student’s voice should be clear and easy to understand • Student should vary his/her tone of voice and use pauses effectively to place emphasis on important points • Student should provide additional insight to PowerPoint slides in his/her own words. Student should NOT read verbatim from the slides. • Student should avoid non-words (“Um,” “Uh,” “You Know”) and practice using professional language. For specific grading information, please refer to the Portfolio Project Grading Rubrics. CRJU155 – First Memo to Supervisor Portfolio Project Grading Rubric Criteria Exceeds Expectations Meets Expectations Needs Improvement Points Content 80 points 73 - 80 points Memo outlines five types of social risk factors for health and behavior problems. Memo outlines psychological, sociological and biochemical explanation of juvenile delinquent behavior. Memo is more than 500 words. Incorporation of course material shows in depth understanding of the subject matter and value of the research. The memo is written in a formal manner and uses sophisticated, discipline-specific vocabulary. Tone is respectful of the supervisor’s position. 59 - 72 points Memo outlines the three to four types of social risk factors for health and behavior problems. Memo outlines two of the psychological, sociological and biochemical explanations of juvenile delinquent behavior. Memo is at least 300 words. Incorporation of course material shows understanding of the subject matter and value of the research. The memo is written in a formal manner and uses discipline specific vocabulary. Tone is respectful of the supervisor’s position. 0 – 58 points Memo outlines one to two types of social risk factors for health and behavior problems. Memo outlines one or none of the psychological, sociological or biochemical explanations of juvenile delinquent behavior. Memo is less than 300 words. Incorporation of course material and understanding of the subject matter needs work. The memo is written in an informal manner. Tone is not respectful of the supervisor’s position. Organization 20 points 18 - 20 points Proper format for a memo is followed, paragraphs are well-organized, including an introductory and concluding paragraph. There is more than one brief paragraph for each of the risk factors. Format is ordered logically and coherently, points flow from one to the next, makes use of transitions, reads effortlessly. 14 – 17 points Proper format for a memo is followed, paragraphs are well-organized including an introductory and concluding paragraph. There is one brief paragraph for each of the risk factors. Format is ordered logically and coherently, points flow from one to the next, makes limited use of transitions, reads logically. 0 - 13 points Memo is not broken into logical paragraphs or sections and/or does not meet some length requirements. There is not one brief paragraph for each of the risk factors. Memo is not well written and contains informal language and contains numerous errors throughout. Instructor Comments: Total Points: CRJU155 – Second Memo to Supervisor Portfolio Project Grading Rubric Criteria Exceeds Expectations Meets Expectations Needs Improvement Points Content 80 points 73 - 80 points Memo indicates more than three outside agencies you believe should be involved. Memo outlines what information should be obtained from each agency and why. More than two prevention programs, diversion programs and restorative justice programs are compared and contrasted as they relate to the client. A program recommendation is made for the client with one additional recommendation. . Incorporation of course material shows in depth understanding of the subject matter and value of the research. Memo is more than 400 words. The memo is written in a formal manner and uses sophisticated discipline specific vocabulary. Tone is respectful of the supervisor’s position. 59 - 72 points Memo indicates three outside agencies you believe should be involved. Memo outlines what information should be obtained from each agency. Two prevention programs, diversion programs and restorative justice programs are compared and contrasted as they relate to the client. A program recommendation is made for the client. Incorporation of course material shows understanding of the subject matter and value of the research. Memo is at least 400 words. The memo is written in a formal manner and uses discipline specific vocabulary. Tone is respectful of the supervisor’s position. 0 – 58 points Memo indicates three or fewer outside agencies you believe should be involved. Memo does not outline what information should be obtained from each agency. Memo is somewhat lacking in factual substance to support ideas. Prevention programs, diversion programs and restorative justice programs are not compared and contrasted as they relate to the client. A program recommendation is not made for the client. Memo is less than 400 words. The memo is written in an informal manner. Tone is not respectful of the supervisor’s position. Organization 20 points 18 - 20 points Proper format for a memo is followed, paragraphs are well-organized including an introductory and concluding paragraph. Format is ordered logically and coherently, points flow from one to the next, makes use of transitions, reads effortlessly. 14 – 17 points Proper format for a memo is followed, paragraphs are well-organized including an introductory and concluding paragraph. Format is ordered logically and coherently, points flow from one to the next, makes limited use of transitions, reads logically. 0 - 13 points Memo is not broken into logical paragraphs or sections and/or does not meet some length requirements. Memo is not well written and contains informal language and contains numerous errors throughout. Instructor Comments: Total Points: CRJU155 – Final Portfolio Project – Letter to Judge Portfolio Project Grading Rubric Criteria Exceeds Expectations Meets Expectations Needs Improvement Points Content 80 points 73 - 80 points Letter is culminating and includes detailed information from previous memos. Letter is more than one single-spaced page. The letter is written in a formal manner and uses sophisticated, discipline specific vocabulary. Incorporation of course material shows in depth understanding of the subject matter and value of the research. Tone is respectful of the judge’s position. Background, risk factors, and current status of client are included. More than three outside agencies are detailed including their services. More than two types of prevention programs are recommended plus one additional option. Side for or against the impact of juvenile transfer and judicial transfer is clearly outlined and supported. 59 - 72 points Letter is culminating and includes detailed information from previous memos. Letter is one single-spaced page. The letter is written in a formal manner and uses discipline-specific vocabulary. Incorporation of course material shows understanding of the subject matter and value of the research. Tone is respectful of the judge’s position. Background, risk factors, and current status of client are included. Three outside agencies are detailed including their services. Two types of prevention programs are recommended plus one additional option. Side for or against the impact of juvenile transfer and judicial transfer is clearly outlined. 0 – 58 points Letter is not culminating and does not include detailed information from previous memos. Letter is less than one single-spaced page. Paper is somewhat lacking in factual substance to support ideas. The letter is written in an informal manner and is not respectful of the judge’s position. Background, risk factors, and current status of client are not fully included. Fewer than three outside agencies are detailed which may or may not include their services. Fewer than two types of prevention programs are recommended. Side for or against the impact of juvenile transfer and judicial transfer is not outlined. Mostly includes college-level, academic tone but has some informal language. Organization 20 points 18 - 20 points Proper format for a formal letter is followed, paragraphs are well-organized including an introductory and concluding paragraph. Format is ordered logically and coherently, points flow from one to the next, makes use of transitions, reads effortlessly. 14 – 17 points Proper format for a formal letter is followed, paragraphs are well-organized including an introductory and concluding paragraph. Format is ordered logically and coherently, points flow from one to the next, makes limited use of transitions, reads logically. 0 - 13 points Letter is not broken into logical paragraphs or sections and/or does not meet some length requirements. Letter is not well written and contains informal language and contains numerous errors throughout. Instructor Comments: Total Points: Portfolio Project Reflection Grading Rubric Criteria Exceeds Expectations Meets Expectations Needs Improvement Points Articulation 60 Points 54 - 60 points Reflection addresses more than the minimum number of required elements. Provides a deep, thoughtful reflection on the role the project will play in your current or future career. Provides a thorough and deep examination of the strategies used to complete the portfolio project by addressing specific thinking strategies used and evaluating their effectiveness. Additionally, provides insightful explanation related to the achievement of Program and Institutional Outcomes. 42 - 53 points Reflection addresses the minimum number of required elements. Reflects on the role the project will play your current or future career. Explains strategies used to complete the portfolio project by addressing specific thinking strategies used in creating the portfolio project. Addresses Program and Institutional Outcomes. 0 - 41 points Reflection does not address all the required elements. No clear connections between the project your current or future workplace. The explanation related to the importance of reflection may be confused or unclear. Does not address any or all Program and Institutional Outcomes. Delivery 40 Points 36 - 40 points The student is easily understood, does not use words like, “um,” is professional in appearance, and engaging to watch. The presentation flows and the student transitions naturally between ideas. The student makes excellent use of different inflections, appears enthusiastic, speaks in different tones, and appears comfortable throughout the presentation. 28 - 35 points The student is easily understood but may make use of words like “um.” The student attempts to use different inflections, changes tone occasionally, varies tone, and appears comfortable throughout the presentation. 0 -2 7 points The student makes excessive use of words like, “um.” The presentation may be stilted or jarring, and the speaker is monotone throughout. The student appears uncomfortable throughout the presentation. Instructor Comments: Total Points: