Connecting the Dots – What is an Effective Program In Chapter 10,.docx

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Connecting the Dots – What is an Effective Program? In Chapter 10, the text addresses primary, secondary and tertiary prevention programs. What are these levels? Give an example of an effective program in each level. Give a brief description of each program, its intended purpose, and target juvenile population. Why do you think they are effective? When responding to one of your classmates, address one of the programs with a focus on one of the text’s questions below concerning prevention programs. Select one bullet below and present the positives and the negatives for the issue addressed: Does every juvenile who has been arrested need treatment? Should all juveniles arrested receive the same treatment services? Why or why not? Should prevention programs be given to everyone, and if so, where? Should we consider ethnicity, race, education, socio-economic standing? Are the services worth the taxpayer costs? Consider both financial and social costs. Should we mandate prevention for school aged children, their parents, or for both? What if the parents refuse to participate? What role does the state have in addressing pre-criminal, status offenses or delinquent behavior? Should the state have the authority to force parents to participate? What sanctions should the state have to enforce compliance? .

Education

Delinquency Prevention and Diversion Programs Name Institution Course Tutor Date Running head: Delinquency Prevention and Diversion Programs 2 Delinquency Prevention and Diversion Programs 5Introduction Delinquency prevention programs entail superseding youths' and children's lives to deter them from delinquent acts. Delinquency prevention programs occur outside the juvenile justice system, and the plans are not organized to undermine and exclude justice personnel. Diversion programs are substitutes that are entwined to initial or progressive official dispensation of the youth in the juvenile delinquency system. Diversion programs majorly entail redirecting the youthful wrongdoers from the justice system through different programs such as sports, supervision, and recreational activities. In this work, we will see the basic assumptions for these programs, the justification of these programs, and the public's reluctance to finance them. Basic Assumptions for Delinquency Prevention and Diversion ProgramsA match in the parties There should be an understanding between all the underlying parties for the prevention delinquency and diversion program to be successful. According to Lipsey, the parties involved include the juvenile target, the host organization, and the program's concepts. The targeted individual must be willing to undergo the guide program in his trial to quit the adapted behavior. In this case, the target is the leading party since the whole program's success depends on their willingness. The host must also be willing to work with the particular individual, lay and work a program suitable for the exercise (Farrington, et al, 2017). The most applicable program to this assumption is the school program. Since many minors spend a lot of time in school than in any other institution, there is a need to conduct delinquency prevention and diversion programs in schools. Therefore, the school must be willing to roll a plan suitable to accommodate the targeted juvenile's interests. The parents may also play a part in convincing the juvenile to enroll in that program. The assumptions work in all preventions; primary, secondary and tertiary preventions. The matching of all the parties hence makes it easy for the program to run. No specific program is effective In these juvenile court programs of delinquency prevention, we assume no single program can effectively do away with delinquency. The main reason behind this assumption is that the underlying problems are from different sources. The crimes may be a result of low housing, poverty, inadequate education, among others. These existing problems are complex and independent, such that not a single program can overhaul them once. Therefore, the host organization must plan on a series of programs related to each of the problems. Besides, it is prudent to target the issues first rather than the prevention of their outcomes. (Johnson, 1998) suggests that for effective prevention, we have to deal with t ...

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Assessment 7 Course Textbook Edberg, M. (2015). Essentials .docx

davezstarr61655

Assessment 7 Course Textbook: Edberg, M. (2015). Essentials of health behavior: Social and behavioral theory in public health (2nd ed.). Burlington, MA: Jones & Bartlett Learning. Q.1 MUST BE ANSWERED ON SATURDAY, Mar. 10 NLT 10 PM EST (200 words A MUST for each question. Please provide reference for each question for each question. Keep them numbered.) 1. This unit provided the 10-step approach of putting a communication campaign together. Step 6 involves selecting the appropriate communication channels. Why would selecting the right channel or channels be so important? What would be some of the examples of those channels if you were trying to put a communication campaign together that was designed to increase awareness for young people about the need for physical exercise and better eating habits to address the problem of obesity? 2. What are some of the key components in the overall ecology of global health? Are these different from the ecological context for domestic health? If so, how? Please explain and provide supporting examples. 3. Does mobile technology and social media change the way communications theory can be applied? Or do these developments change the theory itself? 4. Imagine you are in charge of putting an anti-smoking communication campaign together (geared towards young adults) in your local community. Correctly identifying your target audience would be an important step. Who would be your target audience or audiences in this example? Are there any groups or sub-groups? Also, would you need to segment your audience in any way? Please address each of these questions and explain the overall importance of correctly identifying your target audience as part of your intended communication campaign. Q.1 MUST BE ANSWERED ON SATURDAY, Mar. 10 NLT 10 PM EST (A PARAGRAPH ONLY) Q. 1 Why is it important to specifically identify those individuals who are the most vulnerable in terms of getting a certain disease or diseases? · Why do general or mainstream approaches typically not work on those high-risk populations or groups? ARTICLE REVIEW (READ INSTRUCTIONS CAREFULLY AND PAY ATTENTION TO THE ITEM HIGHLIGHTED IN RED) · MUST BE ANSWERED BY MONDAY, MAR. 12 NLT 10 PM EST For this assignment, choose a peer-reviewed article to review. Use source that contains peer-reviewed articles, and find an article about a concept tied to the unit outcomes in this unit. Write a three- to five-page review (not counting the cover page and references page) of the article that includes the following information:  Briefly introduce and summarize the article.  Identify the author’s main points.  Who is the author’s intended audience?  How does the article apply to this course? Does it support the information in your textbook?  How could the author expand on the main points? The article must be no more than three years old. Use APA style when writing your review. UNIT VII STUD.

Reclaiming Futures: Programa Tratamiento Rehabilitación Consumo de Drogas EE.UU.

Francisco J. Estrada Vásquez

Crime Causation and Diversion Paper In today's society, there are more and more juveniles getting involved in criminal activity. Low self-esteem, poor decision-making and communication skills, association with a negative peer group, and a dysfunctional family unit are some characteristics of delinquent youth creations (Extension Journal, Inc. 1993). With this being said, there are also many different types of juvenile diversion, intervention and prevention programs and resources available for these juvenile to help with rehabilitation. These programs are created to help the youth with criminal activity issues and help reduce to eliminate the rate of re-commitment of these crimes. Within this paper, the author will choose two programs from within the State of Ohio, explain how these programs work and the goals to help reduce juvenile crime and increase the rehabilitation rate. Also discussed will be the objectives and core beliefs of these programs as well as whom the key participants involved. Also discussed will be the services these programs provide for the youth as well as family. And lastly, the comparison of these programs will be discussed and identification will be made on which may be more effective at the reduction of juvenile crime and how that may be true. The two Juvenile Programs that will be discussed will be the Office of Juvenile Justice and Delinquency Prevention (OJJDP), and Ohio Cooperative Extension/Extension Service Juvenile Diversion program. Each program provided is great programs observed through out the State of Ohio and are well established programs. First, the author will discuss the OJJDP and the significances of the program. The Office of Juvenile Justice and Delinquency Prevention (OJJDP), was established in 1974 by the Congress. This program was created to support local and state efforts to prevent delinquency and improve the juvenile justice system. Within this system are numerous sub-systems to help create a better juvenile program for rehabilitation. Programs provided are not only pointed towards juveniles in general, but have several programs specifically for both male and female delinquents. This program was created to help reduce juvenile crime rates by interacting with numerous programs and creating a better Juvenile Justice System. Programs such as the Juvenile Accountability Program promote greater accountability among offenders and in the juvenile justice system, the Reclaiming Futures Program which is a model for juvenile offenders who are abusing substances. These are just a couple of the many programs provided within the OJJDP Program. The OJJDP's program has very similar objectives and goals as does other juvenile programs, to help reduce and possibly eliminate the possibility of juvenile offenders re-committing crimes and re-entering the system numerous times over. The OJJPD strive to protect public safety from juvenile offenders as well as holding offenders accountable for the .

Conducting a Cost-Benefit AnalysisIt is relatively easy to dev.docx

margaretr5

Conducting a Cost-Benefit Analysis It is relatively easy to develop alternative solutions for any identified problem. You do have to be careful about leaping into what appears to be an obvious solution. You need to determine which identified alternative best meets the needs and expectations of the community. In this assignment, you will be identifying at least three potential alternatives to resolve the problem you identified in the first assignment. There are a number of factors you need to consider in conducting a policy analysis: realistic options, a cost-benefit analysis, and objectivity. Realistic Alternatives At times, you may notice people suggesting an alternative, which everyone knows will be unacceptable. The alternative is often added simply to provide an option that can be easily rejected, with the intention of guiding the decision-making in a specific direction. This should be considered unethical behavior in a public administrator. There will always be diverse views on how to move forward to resolve a problem, based on differing values and perspectives on the issue. You have to try to be objective, providing an unbiased view of how the community wishes to move forward, being open to an approach you might not necessarily support on a personal level. Additionally, you should always include the status quo as one of the alternatives. You might find, at certain times and with certain issues, the status quo might be the best we can hope for at the moment, and therefore it should be considered. Even if we know the status quo may be unacceptable, including it provides a benchmark to use as a contrast and comparison with the proposed alternatives, providing insights into how alternatives might support a more desirable outcome. Cost-benefit Approach The classical cost-benefit process emerged from the field of micro-economics. It focuses narrowly on financial costs. It requires finding a means to assign a dollar value to each alternative, and the alternative with the best cost-benefit ratio (i.e., benefits are greater than costs) is selected. Over time, a macro-economic model developed, which included the consideration of non-financial metrics tied to perceptions, values, and other non-monetary measures. You will still try to find an objective means to capture this for assessment, and you may integrate financial metrics such as those used in a micro-economic model. Whatever approach you develop, you will be expected to find objective means to define, measure, and weigh alternatives to determine which one best supports mission success. Objectivity It is all too easy to find your personal values affecting your analysis and evaluation of alternatives. It is important you understand and control for your personal values when assessing alternatives, providing an unbiased analysis. For this assignment, provide a cost-benefit analysis of your proposed alternatives for addressing the problem you identified in the first assignment. The problems and.

5· Preventing Delinquency after DivorceArtresah Lozier, Ch.docx

blondellchancy

5 · Preventing Delinquency after Divorce Artresah Lozier, Chalyne Arvie, Lynette Twilley CPSS/417 September 21, 2019 Gary ZarchyThe Goal of our Program - - - - X This skill-based program will help parents learn different skills to help their children during the divorce or separation process. As parents confront the challenges of divorce, they often use their children to manipulate and or control one another around personal, financial, or social issues. These are things that will often increase the stress and anxiety experienced by the child. This in return can increase risk for behavior problems, depression, delinquency, substance use, teen pregnancy, school failure/dropout, and suicide. Risk Factors that can push your child to becoming delinquent.What are some Risk Factors? · Going from a two parent household to a one parent household · Depression · Lack of a role model · Lack of trust · Responsibility shift · Teen pregnancy How are these linked to Juvenile Delinquency? · When there is only one parent they tend to work more, resulting in them being around less leaving juveniles unsupervised · Depression often leads to drugs, and substance abuse which results in criminal behaviors · Lack of a role model or lack of relationship with same parent lead to social issues · Lack of trust will result to turning to the wrong crowd or unhealthy relationships which can result in violence and criminal behavior · When parents separate/divorce juveniles can feel responsible feeling they need to do more and are only able to through criminal behavior · Teen pregnancy can lead to criminal behavior as a result of lack of education and need to supply to their baby All About or Program References: Videon, Tami M. Journal of Marriage and Family, May 2002, Vol. 64 Issue 2, pg. 489-503 5 · Preventing Delinquency after Divorce Artresah Lozier, Chalyne Arvie, Lynette Twilley CPSS/417 September 21, 2019 Gary ZarchyThe Goal of our Program - - - - X This skill-based program will help parents learn different skills to help their children during the divorce or separation process. As parents confront the challenges of divorce, they often use their children to manipulate and or control one another around personal, financial, or social issues. These are things that will often increase the stress and anxiety experienced by the child. This in return can increase risk for behavior problems, depression, delinquency, substance use, teen pregnancy, school failure/dropout, and suicide. Risk Factors that can push your child to becoming delinquent.What are some Risk Factors? · Going from a two parent household to a one parent household · Depression · Lack of a role model · Lack of trust · Responsibility shift · Teen pregnancy How are these linked to Juvenile Delinquency? · When there is only one parent they tend to work more, resulting in them being around less leaving juveniles unsupervised · Depression ...

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1 Juvenile Delinquency and Justice

VannaJoy20

1 Juvenile Delinquency and Justice Learner’s Name Combating Juvenile Delinquency Professor’s Name September 26, 2019 2 Combating Juvenile Delinquency Juvenile delinquency is an umbrella term for the different forms of criminal behavior displayed by youth under the age of 18. Theories that have emerged to explain juvenile delinquency are based on multiple factors such as biological, social, and psychological factors. Juvenile delinquency is often a sign of neglect by parents, peers, and the community toward the problems faced by children (Regoli, 1). This assessment will discuss programs based in New York City that aim to reduce juvenile delinquency along with ideas that can help prevent future juvenile delinquency. The assessment will also discuss the theoretical frameworks that underlie the interventions that shape policies on juvenile delinquency regulation. Existing Policies on Delinquency Prevention All juvenile delinquency prevention/reduction programs active in New York City operate in conjunction with the New York State Division of Criminal Justice Services (New York State, 2). Two programs that are active in New York City are the Queens Engagement Strategies for Teens (QUEST) program (Center for Court Innovation, 3) and the Schenectady Juvenile Mental Health Diversion Project (New York State Juvenile Justice Advisory Group, 4). The Center for Court Innovation launched QUEST in collaboration with important mental health and law enforcement agencies in New York City and State. This program can be accessed by youths whose cases are pending in juvenile courts and who have been screened for at least one mental health disorder. A youth is enrolled in this program after being ordered by judges of family courts or referred by the Department of Probation. The youth is assessed for mental health disorders and can participate in the program with the consent of a parent or a legal guardian. Once enrolled, he or she participates in on-site group and individual psychoeducational sessions that cover issues such as depression, suicidal tendencies, and lack of emotional intelligence and consequential thinking (Center for Court Innovation, 3). This Commented [TA1]: The use of headings for each individual section has helped to provide your assignment with a clear flow and concise level of organization. 3 program also provides access to community-based services such as family or individual therapy, inpatient and outpatient substance abuse treatment, academic support programs, public assistance programs, skill training, and employment opportunities. Though the initiative aims to minimize rearrests, approximately 20% of children enrolled in the program between 2008 and 2011 faced rearrests (Center for Court Innovation, 5). The Schenectady Juvenile Mental Health Diversion Project works in collaboration with the Schenectady County Probation Department, t ...

Program Development

MichaelTFaijue

Provider Of Care Research Paper

Aimee Brown

1. The purpose statement. Take your cues from our textbook about h

TatianaMajor22

1. The purpose statement. Take your cues from our textbook about how a purpose statement is to be written. Phrase it like the examples given. Keep it concise. If your statement is several sentences long, chances are you are not yet sure what the purpose is. A clear purpose can be expressed in one sentence, with a second sentence for the problem. After you post your own statement (I will return your topic ideas forthwith), you provide feedback for your classmates on their statements. In writing your topic statement, be blunt and direct: "The purpose of my research is to investigate/find out/test (or another verb) ...." Bam. One and done. If you go beyond two sentences, you have too much. 2. The second part is your revised and extended topic discussion. As mentioned, follow the steps shown on pp. 38-39. Answer the prompts in order, no more than one short paragraph (4-6 lines) per prompt. (An entire paragraph is not required; if you can say what you want to say in one sentence, that is great. The more concise, the better. If your answer is more than six lines long, you have too much.) 1. Note the difference between "basic research" and "applied research" on p. 30. 2. Look at the situations of what research is not. Yes indeed, many beginning researchers fall into these traps. 3. The purpose statement is indeed very straightforward: "The purpose of this research is to ..." Clarity, precision, and completeness are key. Read all those sections. 4. Problem statements tend to cause, well, problems for new researchers. A problem must be clearly stated. A problem is the negative consequence of an action (or inaction) as in, "If we do not perform Action A, we will have to deal with negative consequence B." A problem must be tangible, that is, it must have real repercussions for people. In addition, please memorize the following sentence. Print it, frame it, and put it on your office wall: "Not knowing something is never in itself a problem." It may contribute to the problem or lead to consequences, but it is not the problem itself. 5. Read p. 40 on sub-problems. 6. Read p. 44 on theoretical vs. conceptual frameworks. Be aware that there is a difference. Don't try to understand everything. Even experienced scholars have trouble keeping the two apart. If you attend professional conferences, you will often see presentations on conceptual vs. theoretical frameworks. At this point, it is sufficient for you to know that there is a difference. 7. Read pp. 45-48 about hypotheses. As in #6, be aware of what independent and dependent variables are, but there is no need to understand everything. The example on blood pressure on p. 47 illustrates the difference well. Know what mediating and moderating variables are; no need to understand everything fully as this point. 8. Read pp. 50-51. This section is quite clear. 9. Look over the lists on pp. 52-54 and pp. 55-56. Again, no need to memorize. Instead, mark them as a crucial referen ...

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