Each response is to be in APA format (minus a cover-page and abstract), be 750 words maximum in length no less, have in-text citations from peer reviews and cite what page and paragraph where source is found with a corresponding reference page, and include biblical in-text support to support your Christian world view. PLEASE MAKE SURE YOU INCLUDE A TITLE PAGE, ABSTRACT, AND REFERENCES!No Late Work!
DUE: by February 25, 2021 Thursday by 11:59 a.m
READ: CH. 17, 21-22 (Sherman & Jacobs).
4 QUESTIONS GRADING RUBRIC
Make sure to include peer-reviewed articles in text citations, along with biblical context.
NO MORE THAN 750 WORDS!
KEEP IN MIND:
The title page, abstract is no less than 150 words, keywords, and references.
The 750 words does not include the title page, abstract, keywords or references, these are not part of the 750 words. The 750 words are the body not title page, abstract, keywords or references.
4 QUESTIONS:
1. What is the role of federalism in framing youth issues?
2. What are the Juvenile Detention Alternatives Initiative's five objectives for reform in the juvenile justice system?
3. What is important to consider when using a data-driven approach to decision making?
4. How can fragmentation and tunneling be overcome?
1
MSN5550 Health Promotion: Prevention of Disease
Case Study Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Ideas,
Arguments,
& Analysis
0-30 points 35-39 points 40-44 points 45-50 points /50
Ideas expressed lack an
understanding of the case
study. Comments are
irrelevant, off-topic, and/or
confusing to follow.
Viewpoint, if given, is not
supported with evidence or
examples.
Ideas expressed in case
study show a minimal
understanding of the topic.
Comments are general in
nature and/or occasionally
may not be relevant.
Rehashes or summarizes
ideas with limited analysis,
original thought, and/or
supported viewpoints.
Ideas expressed in case
study are mostly substantive
and relevant to topic; some
original thought.
Demonstrates logical
thinking, reasoning, and/or
analysis for most part.
Viewpoint is supported with
evidence and/or examples.
Ideas expressed in case
study include original
thought, substantial
depth, and are relevant to
topic. Responses show
strong logical thinking,
reasoning, and analysis
with evidence and
examples. Construction of
new meaning and insights
are evident.
Connection
to Course
Materials
0-13 points 14-15 points 16-17 points 18-20 points /20
No connections are made
to readings or other course
materials (lectures, media,
resources, etc.), and/or if
made, are not clearly
stated and are largely
personal opinions.
Minimal direct connections
are made to readings and/or
other course materials
(lectures, media, resources,
etc.). Connections are
largely inferred and
somewhat unclear at times.
Some direct connections are
made to readings and/or
other course materials
(lectures, ...
1. The document provides an overview of four units that will be covered regarding the boom and bust economy in the United States from 1917-1933. Unit 1 will discuss the reasons for prosperity during the boom years following WWI and the impact of Henry Ford and mass production. Unit 2 will cover Prohibition and the rise of organized crime. Unit 3 will examine political and social tensions such as the Ku Klux Klan, immigration policy, and the Red Scare. Finally, Unit 4 will address the economic and social causes of the Wall Street Crash of 1929 and its social and political consequences into 1933.
The document provides an overview of the units that will be covered in a course on the economy and society of the United States from 1917-1933. It outlines four main units: 1) the economic boom during and after World War 1 and the rise of mass production; 2) Prohibition and the rise of organized crime; 3) political and social tensions around immigration, the KKK, and the Red Scare; 4) the economic bust of the Wall Street crash and Great Depression. Each unit provides some of the key topics, events, and people that will be examined in relation to the economic and social changes during this period of U.S. history.
Law & CultureProfessor BannerLaw in ActionASSIGNMENT FOU.docxmanningchassidy
Law & Culture
Professor Banner
Law in Action
ASSIGNMENT FOUR
Each of these assignments asks you to apply the course material by completing a project or providing advice similar to what an actual law student or lawyer might do. You will conduct research, counsel a client, and outline points of law. Often these assignments require you to review additional, short assigned videos or documents, which are available in the Law in Action folder located in the Files section on Canvas.
In each case, unless specified otherwise, your answers should be as short as possible and as long as necessary.
The assignments must be submitted in a Word document on Canvas by the Due Date listed on the syllabus.
50 points—Excellent (professionally presented, no errors in legal analysis)
40 points—Satisfactory (solid legal analysis; small grammatical or proofreading issues)
30 points—OK (ideas are good but not fully formed; assignment is sloppy)
20 points—Assignment was submitted but includes multiple errors of law and/or grammar and proofreading issues
0 points—Assignment contains multiple mistakes and is not professionally presented or assignment was not submitted
There are 8 LIA assignments in all, each worth 50 points, for a total of 400 course points.
You have seven days to complete each of these assignments. Late assignments will not be accepted without a documented medical or religious excuse. Being sick for one or two days of seven is not an excuse.
Assignment Four
Assume that you are a reporter on the “legal beat” for a national newspaper. You have been asked to write an opinion piece discussing whether Michelle Carter’s appeal to the US Supreme Court of her criminal conviction for involuntary manslaughter* of her boyfriend, Conrad Roy is likely to succeed.
Based on the criminal law principles discussed in Chapter 5 and any criminal procedure or constitutional argument you wish to add, outline your strongest and best arguments as to why Carter is likely to succeed or fail on appeal. Consider, in your answer, whether the prosecution failed to prove she committed the crime beyond a reasonable doubt based on the elements of the crime, and whether, if the elements were met, there should have been any affirmative defenses available to Carter.
* Should you take a criminal law class, you will learn that the common law crime of homicide is divided into four categories:
· First Degree Murder (requires knowing intent and premeditation)
· Second Degree Murder (requires knowing intent but not premeditation)
· Voluntary Manslaughter (Second Degree Murder committed after being Provoked)
· Involuntary Manslaughter (Reckless Homicide, meaning that the defendant knew the risk of their actions and proceeded to act)
· Negligent Homicide (The defendant should have been aware of the risk of their actions and proceeded to act)
Here, the accusation is that Carter acted recklessly in causing the death of Roy.
Claim: College Should Not Be Free
Writing Requireme.
Running head PAPER TITLE HERE1PAPER TITLE HERE5 P.docxjeanettehully
Running head: PAPER TITLE HERE 1
PAPER TITLE HERE 5
Paper Title Here
Your Name
POL 201 – American National Government
Ashford University
Instructor's Name
Month Day, Year
Paper Title Here
This is where the introduction for your paper should begin. You should indent the first paragraph and include a hook to draw your reader in and make the topic interesting. Your introduction should also include an overview of the main points you will discuss in your paper and conclude with a concise thesis statement of 25 words or less that clearly summarizes what your paper is about. Please be sure to not refer to the paper in your paper. For example, “In this paper, I will discuss…” is not appropriate for formal writing. Also, your paper should not use words such as I, we, or you. For more suggestions, please read about thesis statements on our Ashford Writing Center website: Thesis Statements. Your introduction should be at least ½ a page in length.
Historical and Constitutional Background
Your paper should include the four main headings as outlined in this template. It is vital, in order to fully meet the expectations for this paper, that you support your arguments utilizing scholarly sources. Be sure to summarize, paraphrase, and include in-text citations. You must properly cite all additional resources with in-text APA formatted citations and an APA reference list in order to avoid plagiarism. No more than 10% of your paper should be direct quotations. Each heading/topic should be a a minimum of 1 to 1.5 pages in length. It is important to include transitions and more deeply reflect and expand on the material from each week. Be sure to review the WayPoint feedback provided by your instructor from your Week 2 and Week 3 Assignments and the feedback from the Ashford Writing Center from your Week 4 assignment. Integrate the feedback into your revisions as you expand your analysis of each section for your final paper.
Checks and Balances
Your second section should focus on the checks and balances that are involved within the policy you have selected.
Public Policy, Elections, and Media
The third section of your final paper should focus on how the policy relates to public policy, elections, and is portrayed by the media. Each paragraph of your assignment should be clear and easy to follow. Ashford has several valuable resources to help you write a strong paragraph, such as How to Write a Good Paragraph page and the Integrating Research tutorial.
Voting and the Election Process
The fourth section of your paper should focus on how the policy is impacted by voting and the election process. In addition to being well-written, each paragraph should include an in-text citation for all information summarized, paraphrased, or quoted from outside sources. The Ashford Writing Center provides many resources to help you follow correct citation style (primarily APA) and gives lessons and examples of how to paraphrase and cite sources. The ...
HSA 4421 Florida International University Module 1 Contract Ambiguity Respons...write4
This document outlines the guidelines and requirements for group assignments in an HSA 4421 course at Florida International University. It includes:
1. A list of what must be included in group assignments, such as student names, answers to case study questions using APA style citations.
2. Details on citing external sources in addition to the textbook for each answer.
3. The specific case studies and due dates being covered in Modules 1 and 4.
4. Additional guidance on properly citing sources using APA style and not plagiarizing work from third party websites.
HSA 4421 Florida International University Module 1 Contract Ambiguity Respons...bkbk37
This document outlines the guidelines and requirements for group assignments in an HSA 4421 course at Florida International University. It details:
1) What must be included in group assignment submissions such as participant names and full answers to case study questions using APA style.
2) The specific case studies and objectives assigned for Modules 1 and 4.
3) Additional requirements for submissions including proper citations, references, and use of external sources.
4) The grading rubric that will be used to evaluate assignments.
1. The document provides an overview of four units that will be covered regarding the boom and bust economy in the United States from 1917-1933. Unit 1 will discuss the reasons for prosperity during the boom years following WWI and the impact of Henry Ford and mass production. Unit 2 will cover Prohibition and the rise of organized crime. Unit 3 will examine political and social tensions such as the Ku Klux Klan, immigration policy, and the Red Scare. Finally, Unit 4 will address the economic and social causes of the Wall Street Crash of 1929 and its social and political consequences into 1933.
The document provides an overview of the units that will be covered in a course on the economy and society of the United States from 1917-1933. It outlines four main units: 1) the economic boom during and after World War 1 and the rise of mass production; 2) Prohibition and the rise of organized crime; 3) political and social tensions around immigration, the KKK, and the Red Scare; 4) the economic bust of the Wall Street crash and Great Depression. Each unit provides some of the key topics, events, and people that will be examined in relation to the economic and social changes during this period of U.S. history.
Law & CultureProfessor BannerLaw in ActionASSIGNMENT FOU.docxmanningchassidy
Law & Culture
Professor Banner
Law in Action
ASSIGNMENT FOUR
Each of these assignments asks you to apply the course material by completing a project or providing advice similar to what an actual law student or lawyer might do. You will conduct research, counsel a client, and outline points of law. Often these assignments require you to review additional, short assigned videos or documents, which are available in the Law in Action folder located in the Files section on Canvas.
In each case, unless specified otherwise, your answers should be as short as possible and as long as necessary.
The assignments must be submitted in a Word document on Canvas by the Due Date listed on the syllabus.
50 points—Excellent (professionally presented, no errors in legal analysis)
40 points—Satisfactory (solid legal analysis; small grammatical or proofreading issues)
30 points—OK (ideas are good but not fully formed; assignment is sloppy)
20 points—Assignment was submitted but includes multiple errors of law and/or grammar and proofreading issues
0 points—Assignment contains multiple mistakes and is not professionally presented or assignment was not submitted
There are 8 LIA assignments in all, each worth 50 points, for a total of 400 course points.
You have seven days to complete each of these assignments. Late assignments will not be accepted without a documented medical or religious excuse. Being sick for one or two days of seven is not an excuse.
Assignment Four
Assume that you are a reporter on the “legal beat” for a national newspaper. You have been asked to write an opinion piece discussing whether Michelle Carter’s appeal to the US Supreme Court of her criminal conviction for involuntary manslaughter* of her boyfriend, Conrad Roy is likely to succeed.
Based on the criminal law principles discussed in Chapter 5 and any criminal procedure or constitutional argument you wish to add, outline your strongest and best arguments as to why Carter is likely to succeed or fail on appeal. Consider, in your answer, whether the prosecution failed to prove she committed the crime beyond a reasonable doubt based on the elements of the crime, and whether, if the elements were met, there should have been any affirmative defenses available to Carter.
* Should you take a criminal law class, you will learn that the common law crime of homicide is divided into four categories:
· First Degree Murder (requires knowing intent and premeditation)
· Second Degree Murder (requires knowing intent but not premeditation)
· Voluntary Manslaughter (Second Degree Murder committed after being Provoked)
· Involuntary Manslaughter (Reckless Homicide, meaning that the defendant knew the risk of their actions and proceeded to act)
· Negligent Homicide (The defendant should have been aware of the risk of their actions and proceeded to act)
Here, the accusation is that Carter acted recklessly in causing the death of Roy.
Claim: College Should Not Be Free
Writing Requireme.
Running head PAPER TITLE HERE1PAPER TITLE HERE5 P.docxjeanettehully
Running head: PAPER TITLE HERE 1
PAPER TITLE HERE 5
Paper Title Here
Your Name
POL 201 – American National Government
Ashford University
Instructor's Name
Month Day, Year
Paper Title Here
This is where the introduction for your paper should begin. You should indent the first paragraph and include a hook to draw your reader in and make the topic interesting. Your introduction should also include an overview of the main points you will discuss in your paper and conclude with a concise thesis statement of 25 words or less that clearly summarizes what your paper is about. Please be sure to not refer to the paper in your paper. For example, “In this paper, I will discuss…” is not appropriate for formal writing. Also, your paper should not use words such as I, we, or you. For more suggestions, please read about thesis statements on our Ashford Writing Center website: Thesis Statements. Your introduction should be at least ½ a page in length.
Historical and Constitutional Background
Your paper should include the four main headings as outlined in this template. It is vital, in order to fully meet the expectations for this paper, that you support your arguments utilizing scholarly sources. Be sure to summarize, paraphrase, and include in-text citations. You must properly cite all additional resources with in-text APA formatted citations and an APA reference list in order to avoid plagiarism. No more than 10% of your paper should be direct quotations. Each heading/topic should be a a minimum of 1 to 1.5 pages in length. It is important to include transitions and more deeply reflect and expand on the material from each week. Be sure to review the WayPoint feedback provided by your instructor from your Week 2 and Week 3 Assignments and the feedback from the Ashford Writing Center from your Week 4 assignment. Integrate the feedback into your revisions as you expand your analysis of each section for your final paper.
Checks and Balances
Your second section should focus on the checks and balances that are involved within the policy you have selected.
Public Policy, Elections, and Media
The third section of your final paper should focus on how the policy relates to public policy, elections, and is portrayed by the media. Each paragraph of your assignment should be clear and easy to follow. Ashford has several valuable resources to help you write a strong paragraph, such as How to Write a Good Paragraph page and the Integrating Research tutorial.
Voting and the Election Process
The fourth section of your paper should focus on how the policy is impacted by voting and the election process. In addition to being well-written, each paragraph should include an in-text citation for all information summarized, paraphrased, or quoted from outside sources. The Ashford Writing Center provides many resources to help you follow correct citation style (primarily APA) and gives lessons and examples of how to paraphrase and cite sources. The ...
HSA 4421 Florida International University Module 1 Contract Ambiguity Respons...write4
This document outlines the guidelines and requirements for group assignments in an HSA 4421 course at Florida International University. It includes:
1. A list of what must be included in group assignments, such as student names, answers to case study questions using APA style citations.
2. Details on citing external sources in addition to the textbook for each answer.
3. The specific case studies and due dates being covered in Modules 1 and 4.
4. Additional guidance on properly citing sources using APA style and not plagiarizing work from third party websites.
HSA 4421 Florida International University Module 1 Contract Ambiguity Respons...bkbk37
This document outlines the guidelines and requirements for group assignments in an HSA 4421 course at Florida International University. It details:
1) What must be included in group assignment submissions such as participant names and full answers to case study questions using APA style.
2) The specific case studies and objectives assigned for Modules 1 and 4.
3) Additional requirements for submissions including proper citations, references, and use of external sources.
4) The grading rubric that will be used to evaluate assignments.
This document provides an overview and instructions for the course PSY 400 Social Psychology. It outlines the weekly assignments which include a paper defining social psychology, a personal reflection paper on the self, a paper analyzing a situation using cognitive dissonance theory, observing a group and writing a report, and developing an altruism campaign and presentation. The final week involves writing a paper and PowerPoint presentation proposing an intervention strategy to address a social issue and persuade others to help through elements of persuasion and altruism. References must be included and papers are to be formatted according to APA style.
Argumentative Essay on Religion pdf - Argumentative Essay on Religion .... What is religion - PHDessay.com. Religion Essay- Discuss The Ways in Which Religion Has Contributed to .... 006 P1 Religion Essay ~ Thatsnotus. Argumentative religious essay topics - artessay.x.fc2.com. 008 Writing College Essay On Religion And Education Essays How To Start .... 90+ Argumentative Essay Topics On Religion 2023 - Elimu Centre. What Is Religion Essay Example for Free - 949 Words | EssayPay. Religions Essay | Essay on Religions for Students and Children in .... Religion essay essay sample from assignmentsupport.com essay writing. Religion Essay | GENL1021 - World Religions - UNSW | Thinkswap. Effectiveness of Legal & Non-Legal Responses to Religious Discriminat…. Essay About Religion | olympiapublishers.com. St. Thomas Aquinas' Five Ways (or explanations to prove the existence .... Rare Essay On Religion ~ Thatsnotus. Religion Essay - Christianity | Studies of Religion II - Year 11 HSC .... essay on topic religion - Brainly.in. 002 Essay Example Religion Topics Death Free ~ Thatsnotus. Argumentative Essay (1) | Religious Belief And Doctrine | Religion And .... Essay on Religion and Society (600 Words) - PHDessay.com. 012 008578321 1 Religion Essay ~ Thatsnotus. The importance of religion essay.
Cultural Immersion Project – Part 3 Paper InstructionsIndivi.docxdorishigh
Cultural Immersion Project – Part 3 Paper Instructions
Individual Encounter and Synthesis
You will conduct an in-depth, 1-hour interview with an individual or married couple from your selected cultural group in order to develop an understanding of the cultural factors that helped shape that individual’s or couple’s cultural identity.
A variety of issues may be explored in the interview. The knowledge you gained from both parts of the Cultural Immersion Project as well as your sense of the person/couple you interview will guide you in how personal you can get with your questions. Cultural groups and individuals vary on how private they are. Use their feedback regarding what areas you can probe. If the person is very open, go deeper. If not, respect that cultural boundary and ask yourself why that boundary is there. Issues that you may wish to explore during the interview include, but are not limited to, the following:
· Early childhood experiences and parental values;
· Earliest memories of recognizing membership in a culturally different group;
· The role of religion/spirituality;
· Immigration experiences;
· Similarities/differences between couples’ interactions in the U.S. to couples’ interactions in the individual’s culture;
· School experiences as a member of a cultural minority;
· Experiences with subtle racism or discrimination;
· Experiences with overt racism or discrimination;
· Ways the person/couple chose his/her/their career(s) or made career choices;
· The experience of being culturally different;
· Attitudes regarding the majority culture;
· Extent of desire to assimilate majority cultural attitudes, values, and lifestyles;
· Feelings of oppression;
· Feelings of anger toward majority culture;
· From the person’s/couple’s own cultural background, any potential racist attitudes toward or stereotyping of individuals from other particular cultures; and/or
· Strengths identified from the person’s/couple’s cultural background that help him/her/them cope with living in the U.S.
Once your interview is complete, you will answer the questions listed below. First person may be used in your answers, and you must observe correct and current APA style. The paper must have a correct title page, and you must use a reference page (no abstract is needed). A word estimate is beside each question; however, the quality of your answer is more important than the word count. You may expand further, but you do not have to do so.
In addition, your paper must be supported by at least 2 scholarly sources, and at least 2 internet and/or media sources, used in project part 1.
It is recommended that you use the following questions as level 1 headings to organize your paper.
1. Share some of the background of your interviewee (or couple). What is this person’s/couple’s story? (approximately 300 words)
2. How open was this person/couple? Why do you think this was? (approximately 100 words)
3. What were some key cultural events (interact.
Defending a Stand on an Issue by Presenting.pptxJeralynPetilo
This document provides guidelines for defending a position on an issue through presenting reasonable arguments. It outlines three main steps: 1) defining the criteria of the issue, 2) collecting evidence from credible sources, and 3) appealing to the audience. For step two, it identifies common types of evidence like surveys, studies, and statistics. For step three, it discusses logical, emotional, and ethical appeals. It also provides tips for organizing arguments, addressing counterarguments, and evaluating source credibility based on relevance, authority, currency, content, and location. The overall aim is to help structure a clear and well-supported argument.
Assignment Sheet CDFS 411 Policy Interview Paper .docxlynettearnold46882
Assignment Sheet
CDFS 411
Policy Interview Paper
You will identify a current policy issue relevant to you, interview a key community
stakeholder that can speak to the issue, and write a final policy interview paper that describes
current social policies related to the issue, incorporates background research, and provides
recommendations for future policy and practice. The paper is worth a maximum of 100 points
and should be limited to 6-8 double-spaced, typewritten pages excluding the title page and
references. All papers are to be turned in via BeachBoard using the Dropbox feature. The
course calendar lists related due dates.
Writing the Paper
Content and Organization
Address each of the points in the following outline. This outline should be used to
organize your paper. Explanations given below will be discussed further in class, and your essay
should be based on both.
I. Title Page (Title, Your Name, Course, and Semester)
You do not need a running head or abstract.
II. Introduction (Purpose, Organization)
The Purpose of your paper is to gain an in-depth understanding of an important issue
facing children and families today, and to understand how social policies in the United
States are related to the community programs and services designed to address this need.
You must explain what social policy is and why it is important to children and
families. Make sure you include citations. When writing about the Organization of your
paper, state the sequence in which topics will be presented in the discussion, reflection
and conclusions sections of your paper.
III. Discussion
A. (Your Topic if Interest)
Your focus in this section will be on describing a social policy issue of importance to
you (e.g., The importance of after-school programs, Increasing access to high-quality
early care and education for low-income families). Why does this issue matter? How
does it impact children and/or families? What are best practices or programs that have
shown to have positive effects? Are there key components to ensure high quality
services? You must cite a minimum of three outside sources in this section (e.g.,
books, peer-reviewed journal articles).
B. An Interview with (Title of Community Stakeholder Interviewed)
Assignment Sheet
CDFS 411
Provide a description of the community program you chose for your interview. What
is it called? Where is it located? What types of services do they provide?
Provide a description of the community stakeholder you interviewed. What is their
title/role? What do they do? Provide context for the interview. When and where did it
take place? How long did it last? What was it like?
Talk about the most meaningful highlights from your interview. You do not have to
recap the entire interview, rather explain the most relevant and interesting things you
learned. What did you learn about the program/topic of interest? What did you learn
a.
Assignment 05HE490 Healthcare Capstone Research StudiesDire.docxfestockton
Assignment 05
HE490 Healthcare Capstone: Research Studies
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be double‐spaced; refer to the “Format Requirementsʺ page for specific format requirements.
This section prepares you to complete this assignment successfully. Please follow these instructions to complete and submit the assignment.
1. Create a Word document for your responses and save.
2. Be sure to include a title page that includes your name, student ID number, course code, course name, and submission date.
3. When you are ready to submit the assignment, attach the document to your assignment and submit it to Ashworth College through the Assignments tool located on the left-hand navigation bar.
Submit the following:
Submit the First Draft of your research paper. At a minimum it should include:
1. Title Page
2. Introduction
3. Review of Relevant Literature (minimum five)
4. Body
5. Conclusion
6. Unannotated Bibliography
1. Where have all of the physician’s gone; how to prevent the loss of physicians and increase job satisfaction?
2. What is the cause and solution for the loss of physicians in healthcare? More and more physicians are turning to other careers, or reduced work hours. Physician recruitment is down, as well as work morale. Being a physician used to be highly respected and fulfilling career. It has now changed to being one of the highest stressed careers. What has changed, and how do we fix it before it’s too late?
References
Preventing Physician Burnout and Reducing Turnover
https://www.peoplescout.com/insights/preventing-physician-burnout
Two Kinds of Interventions Reduce Physician Burnout
https://www.healthleadersmedia.com/clinical-care/two-kinds-interventions-reduce-physician-burnout
Factors Related to Physician Burnout and Its Consequences: A Review
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6262585/
Do Doctors Experiencing Burnout Make More Errors?
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6175626/
The Most Stressful Jobs
https://money.usnews.com/careers/company-culture/slideshows/the-most-stressful-jobs?onepage
1 in 3 physicians has been sued; by age 55, 1 in 2 hit with suit
https://www.ama-assn.org/practice-management/sustainability/1-3-physicians-has-been-sued-age-55-1-2-hit-suit
Seven Reasons Family Doctors Get Sued and How To Reduce Your Risk
https://www.aafp.org/fpm/2003/0300/p29.html
The Price We Pay: How the Cost of Medical School Contributes to US Healthcare Disparities and Spending
https://sites.tufts.edu/cmph357/2017/04/09/the-price-we-pay-how-the-cost-of-medical-school-contributes-to-us-healthcare-disparities-and-spending/
IS MEDICAL SCHOOL WORTH IT FINANCIALLY?
https://www.bestmedicaldegrees.com/is-medical-school-worth-it-financially/
How ...
Advocacy Through Legislation Nurses often become motivated to ch.docxAMMY30
Advocacy Through Legislation
Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system.
For this assignment, identify a problem or concern in your state, community, or organization that has the capacity for advocacy through legislation. Research the issue and use the "Advocacy Through Legislation" template to complete this assignment.
You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Attachments
NRS-440V-RS4-AdvocacyThroughLegislation.docx
Week 4 assignmet should be interesting for you. It is a form, but please, still follow APA rules for citations and references. PLease the form, it is attached to tasks under week 4. below is a copy of it so you can see what to expect. Think of an idea that needs changed, research the literature and what does the evidence say about this? Next, who can you talk to about it and how can you get funding? See below for the form questions, and yes there is a rubric.
My suggestion, work smart, not hard. The form is provided, so use it! Please remember to put your name on it, and save the doc with your inititals or name (please). As always, if any questions, please ask me!
Problem
In no more than 250 words, describe the problem, who is affected, and the current ramifications. Explain the consequences if the issue continues.
Idea for Addressing
Solution
In no more than 250 words, outline your idea for addressing the issue and explain why legislation is the best course for advocacy.
Research the Issue
Perform research and compile information for your idea. Present substantive evidence-based findings that support your idea for addressing the problem (studies, research, and reports). Include any
similar legislation introduced or passed in other states.
Evidence 1
Literature review here
Evidence 2
Stakeholder Support
Discuss the stakeholders who would support the proposed idea and explain why they would be in support.
Stakeholder(s) Supporting 1
Stakeholder(s) Supporting 2
Stakeholder Opposition
Discuss the stakeholders who would oppose the proposed idea. Explain why they would be i.
Good Evening,I need assistance on the following assignment.docxaidaclewer
John Davis is an 11-year-old boy who has been struggling both academically and socially throughout his schooling. He has a history of aggression and withdrawal from peers and teachers. John feels less athletic and attractive than his peers, which impacts his self-concept. His parents sought counseling on the recommendation of John's school counselor due to ongoing issues. The assignment requires presenting John's case to colleagues, including sections on demographics, reason for consultation, presenting problems, family and social history, current intervention plan, and future goals and recommendations.
This document provides guidance on narrowing a research topic and formulating an effective research question. It discusses selecting an initial broad topic and then refining it by considering limiting factors like viewpoint, time, place, and population. This allows the topic to be focused enough to investigate within the constraints of a research paper. Several examples are provided to demonstrate how to take a broad topic and apply limiting criteria to develop a clear and answerable research question. Key aspects of a good research question are that it is relevant, investigable, and passes the "So What?" test of being worth exploring. Common pitfalls to avoid are questions that are too broad, narrow, or unanswerable.
Template attached... Cultural Immersion Project – Part 1 and.docxjacqueliner9
Template attached...
Cultural Immersion Project – Part 1 and Cultural Immersion Project – Part 2 attached
Subject: Jewish Religion
Cultural Immersion Project – Part 3 Paper Instructions
Individual Encounter and Synthesis
You will conduct an in-depth, 1-hour interview with an individual or married couple from your selected cultural group in order to develop an understanding of the cultural factors that helped shape that individual’s or couple’s cultural identity.
A variety of issues may be explored in the interview. The knowledge you gained from both parts of the Cultural Immersion Project as well as your sense of the person/couple you interview will guide you in how personal you can get with your questions. Cultural groups and individuals vary on how private they are. Use their feedback regarding what areas you can probe. If the person is very open, go deeper. If not, respect that cultural boundary and ask yourself why that boundary is there. Issues that you may wish to explore during the interview include, but are not limited to, the following:
· Early childhood experiences and parental values;
· Earliest memories of recognizing membership in a culturally different group;
· The role of religion/spirituality;
· Immigration experiences;
· Similarities/differences between couples’ interactions in the U.S. to couples’ interactions in the individual’s culture;
· School experiences as a member of a cultural minority;
· Experiences with subtle racism or discrimination;
· Experiences with overt racism or discrimination;
· Ways the person/couple chose his/her/their career(s) or made career choices;
· The experience of being culturally different;
· Attitudes regarding the majority culture;
· Extent of desire to assimilate majority cultural attitudes, values, and lifestyles;
· Feelings of oppression;
· Feelings of anger toward majority culture;
· From the person’s/couple’s own cultural background, any potential racist attitudes toward or stereotyping of individuals from other particular cultures; and/or
· Strengths identified from the person’s/couple’s cultural background that help him/her/them cope with living in the U.S.
Once your interview is complete, you will answer the questions listed below. First person may be used in your answers, and you must observe correct and current APA style. The paper must have a correct title page, and you must use a reference page (no abstract is needed). A word estimate is beside each question; however, the quality of your answer is more important than the word count. You may expand further, but you do not have to do so.
In addition, your paper must be supported by at least 2 scholarly sources, and at least 2 internet and/or media sources, used in project part 1.
It is recommended that you use the following questions as level 1 headings to organize your paper.
1. Share some of the background of your interviewee (or couple). What is this person’s/couple’s story? (approximately 300 words)
.
MiIDle Adulthood and Social Work Practice.pdfbkbk37
This document provides instructions for a social work assignment on health concerns in middle adulthood. Students are asked to:
1) Describe common health concerns faced in middle adulthood and how factors like race, socioeconomic status, and demographics may impact three of these concerns.
2) Explain how social workers should consider these potential health issues and environmental influences in their client assessments.
3) Cite at least two references in APA format and follow guidelines for paper length, formatting, and proofreading. The document also provides additional instructions regarding discussion questions, participation, and assignment submission.
This document provides instructions for Assessment 1 for the HCS321 course. Students must complete a 2,500 word essay addressing how childhood adversity can impact social and emotional development, considering key developmental theories and contexts like culture, gender, disability, trauma, and social isolation. Examples must be given. The assessment is worth 50% and is due on December 11th. It will be marked based on criteria like writing quality, use of theory, discussion of contexts, and hypotheses about potential long-term impacts of adversity. At least 12-14 references must be included and APA style followed. Support is available from ALLAN advisers.
The document discusses persuasive speaking and the objectives of altering an audience's beliefs, attitudes, opinions, values, and behaviors. When persuading an audience, the speaker takes a standpoint or mental perspective from which they view and evaluate the topic. The speaker's objective is to prompt the audience to change their thinking and potentially take action.
Au Psy492 E Portfolio Terri Garrett For Slide Share FullTerriGarrett
Terri Garrett is applying for undergraduate studies. She has 13 years of experience as a veterinary technician and wants to use her psychology degree to work with people. Her goals are to make a difference in people's lives using her communication skills developed working with animals. She has overcome challenges like dyslexia to continue her education. Her resume outlines her education credentials and work experience in veterinary services and insurance.
Homework 2, Interview GuideThis assignment helps you focus on.docxfideladallimore
Homework 2, Interview Guide:
This assignment helps you focus on an important course goal--cultural values and how they may influence communication expectations for a manager and leader. It serves as a cornerstone to several course learning objectives.
The assignment has a series of DUE Dates.
See the LEO link for the schedule.
What are the reasons for different due dates?
SEE Section at the end of this guide.
Assignment Page Length:
Expect to write 5 or more pages.
Page length is NOT a requirement of the assignment, but gathering, reporting, and analyzing information are.
Choosing Your Interviewee
Prepare yourself to do an interview of a colleague, whose early life/childhood was spent in a very different location
. For instance, if you lived your early childhood in Nigeria, then you might want to interview a colleague or friend from the Caribbean or the USA--or somewhere else, but
do not interview
someone from Nigeria. If you were born in the US, then you might ask a work or class mate from Nigeria, or the Caribbean or a
place other than the USA
. If you are a part of a family that immigrated to the US, interview someone who is
not
from the country of your family.
If you are in the military or with a contracting group, and have a top security clearance, then email me to discuss your interview plans.
Do not interview your boss or a direct report—the existing work relationships make it difficult to complete the assignment.
Do not interview a very close friend because you are likely to skip some ideas due to being familiar.
Consider choosing a classmate in this course.
You then can exchange interview information quickly.
Note:
Interviewing a classmate is not required.
Your choice of interviewee is important to being successful in this assignment.
If you have questions about the differences between your childhood location and the person you are thinking about interviewing, then send me an email (
[email protected]
)
Do NOT complete your interview by email.
Use f2f, phone or an online chat.
(LEO has a personal chat option).
Adler’s book, Chapter 3 helps you think about exactly how to gather information about culture from the person you are interviewing.
Read carefully.
To make the questions more concise and easier to use, they are adapted and listed here
.
Please use the questions below to make notes about comments from the interview on the following topics:
Career Advancement, Family Background and Cultural awareness.
Survey 1
Adapted from Adler (2008) pages 88-89.
Career Advancement:
1.
What type of education did your interviewee receive?
Public?
Private?
Were the schools led by a religious-based group?
In comparing education, how does your interviewee describe his or her education to peers—others in the community in which s/he grew up?
Was it similar?
Better?
2.
Does your interviewee have advanced degrees?
Describe.
3.
Why did your interviewee choose his or her profession?
Is th.
Topic Description: Bullying
Ahmed Alqassab
Psychology
St.Lawrence
Running head: TOPIC DESCRIPTION: BULLYING 1
TOPIC DESCRIPTION: BULLYING 3
Topic Description: Bullying
The topic in psychology chosen to be examined in greater depth in my research is bullying. In ("Bullying," 2017), bullying is described as an aggressive behaviour whereby an individual deliberately and constantly causes someone else discomfort or injury. This kind of behaviour takes place in the form of words, physical contact, or other subtle actions, where the victim is typically incapable of defending themselves. According to ("What Is Bullying," 2017), for a behaviour is considered bullying, it must be aggressive and should include a power imbalance, where the individual who bully use their physical strength, popularity, or access to humiliating information to harm or control others. As well, the behaviour must occur more than once or be probable to take place more than once. Some examples of bullying actions involve spreading rumours, making threats, physical or verbal attack, and detaching a person from a particular group on purpose.
The reason I find this topic interesting is the way bullying’s prevalence has exceeded over the years, an issue that needs to be addressed. Additionally, this behaviour causes negative psychological impacts, not only on the victims but also on the bullies as well as the society in general. According to (Schafer, 2015), the World Health Organization ranks Canada among the nations in the developed world that have the highest rates of bullying. Unfortunately, these rates have remained relatively consistent over the years, despite the calls that Canada needs to be doing better. According to PREVNet, an active non-governmental organization made of a network of Canadian researchers who work together to stop bullying in Canada, 75% of Canadians admit having been affected by bullying. Even though most learning institution and organizations have dedicated numerous resources towards prevention of bullying in Canada, the country still ranks higher than two-thirds of the Organization for Economic Co-operation and Development (OECD) countries. As well, PREVNet claims that 50% of Canadian students acknowledge that bullying is an issue at learning institutions, while 78% of Canadians believe that the efforts being put to stop the behaviour are trivial. Interestingly, the stats by the organization indicate that 60% of bullying males develop criminal records by the time they attain the age of 24. The increase in bullying prevalence may be attributed to the advance in technology, where bullying has been extended to social media sites, often called cyber-bullying (Clark, 2014).
Among the things, I would like to understand in this research is the psychology behind bullying. For example, I would like to learn the correlation between individual traits and bullying. As well, the study should attempt to find out if some external factors like peer influence, ...
The document discusses expectations and guidelines for a class that focuses on health policy. It addresses three discussion questions related to presidential power over healthcare legislation, the legislative process of how a bill becomes law, and evaluating the work of health policy institutes. It provides instructions on formatting papers, citing sources, participating in weekly discussions, and communicating with the instructor. Papers are expected to be 250-200 words, include at least two peer-reviewed sources cited in APA style, and respond fully to the questions. Students must also reply to at least one peer comment per week.
Religion and SpiritualityIngrid Cockhren, M.EdReligi.docxcarlt4
Religion and Spirituality
Ingrid Cockhren, M.Ed
Religion and Spirituality
Scholars have begun to map the role of religion and spirituality in the prosocial and positive psychological development of African Americans.
Defining Religiosity, Spirituality, and Psychological Health
Religion/religiosity refers to one’s adherence to the prescribed beliefs and ritual practices associated with the worship of God or a system of gods.
Click here to complete Question 1
Defining Religiosity, Spirituality, and Psychological Health
Spirituality refers to a relationship between transcendent forces (i.e., God, spirits, ancestors) and human’s that results both in the individual’s recognition of the sacredness of all things and in a conscious commitment to a life of virtue.
Defining Religiosity, Spirituality, and Psychological Health
For African American adherents of theistic religions, God/Allah, Jesus Christ, and the Holy Spirit are among the ultimate manifestations of the omnipresent and omniscient force that we refer to as “The Sacred” or “The Divine.”
Defining Religiosity, Spirituality, and Psychological Health
Individuals may express their commitment to the divine by:
Organizational religious involvement
Non-organizational involvement
Subjective religiosity or subjective spirituality
Defining Religiosity, Spirituality, and Psychological Health
Psychological health refers to the experience of having a psyche (mind) that is whole, sound, and well.
Click here to complete Question 2
Religion and Psychological Health: An Overview of Findings from Correlational Studies
Research has established that religion and spirituality do influence the psychological health of African Americans.
African American adults who regularly attend religious services report fewer family, work, and financial stresses than do their less involved counterparts.
Religion and Psychological Health: An Overview of Findings from Correlational Studies
Research has established that religion and spirituality do influence the psychological health of African Americans.
African American seek religious support for a plethora of issues.
Religion and Psychological Health: An Overview of Findings from Correlational Studies
Research has established that religion and spirituality do influence the psychological health of African Americans.
Religiosity and spirituality buffer the effects of discrimination on mental health among African Americans and are associated with efforts to negotiate extraordinary forms of violation
Click here to complete Question 3
Religiosity, Spirituality, and Pathways to Health and Wellness
Religious institutions:
Provide an array of supports to members of African American communities
Facilitate the mental health of children, adolescents, and adults, by providing concrete opportunities for involvement in constructive activities.
Religiosity, Spirituality, and Pathways to Health and Wellness
Religious institutions:
Have.
CJ 560 Module Eight Short Paper Guidelines and Rubric VinaOconner450
This document provides guidelines and a rubric for a short paper assignment on judicial cases that have influenced health policy and procedure. Students must analyze one of three court cases, write a policy and procedure based on reforms needed from the case, and address key elements including a summary of the case, stakeholders, the policy and procedure created, and justification for the policy and procedure. The paper must be 3-4 pages following specific formatting guidelines and citing at least four sources, and will be evaluated based on inclusion of critical elements and the quality of writing.
12-15 page paper with 5 slide PowerPoint on an current management .docxAlyciaGold776
12-15 page paper with 5 slide PowerPoint on an current management issue, MY ISSUES:
(OPEN COMMUNICATION)
PAPER WILL BE SUBMITTED TO TURNIN!
APA, (6
TH
ED.) paper has to included title page& table of content
No pronouns
Cite all quantitative data
Cite all quotes ( try not to use quotations)
Intro ½ page
Background ¾ page
Literature review 4-5 page
Analysis 3-4 page ( detailed information)
Conclusion ¾ page ( WHAT,WHY,HOW,WHOM)
References page-Minimum of 20 published scholarly sources current as possible
Abstract (these questions has to be answered)
Clear statement of problem or issue
Methods or procedures summarized
Results summarized
Conclusions summarized
DUES BY MAY28 5PM
.
12Working With FamiliesThe Case of Carol and JosephCa.docxAlyciaGold776
12
Working With Families:
The Case of Carol and Joseph
Carol is a 23-year-old, heterosexual, Caucasian female and the
mother of a 1-year-old baby girl. She is currently unemployed,
having previously worked for a house cleaning company. The
baby is healthy and developmentally on target, and she and the
parents appear to be well bonded with one another. Carol lives in
a rented house with her husband, Joseph. Joseph is a 27-year-old,
heterosexual, Hispanic male. He was recently arrested at their
home for a drug deal, which he asserts was a setup. Both parents
were charged with child endangerment because weapons were
found in the child’s crib and drugs were found in the home. The
parents assert that the child never sleeps in the crib but in their
bed. As a result of the parents’ arrest, social services was notified,
and the child was temporarily placed in a kinship care arrangement
with the maternal grandmother, who resides nearby. As a
result of Joseph’s arrest, he was fired from the cleaning company
where he worked, and the family is now experiencing financial
difficulties.
After initial contact was made with the parents, a number of
concerns were noted and the family was recommended for additional
case management. Carol’s mother indicated that she had
concerns about Carol’s drinking habits and stated that Carol’s
father and grandfather were alcoholics. She and the father separated
when Carol was a baby, and Carol has had only limited
contact with him. There appears to be significant tension between
the grandmother and Carol and Joseph. I addressed the alcohol
issue with both parents, who denied there was a problem, but
shortly after the discussion, Carol was involved in a serious car
accident with the baby in the car. She was determined to have been
under the influence of alcohol. I advised Carol that she could not
have any unsupervised contact with her child until she completed
intensive inpatient substance abuse treatment. I made arrangements
for her placement, but after a week, she was discharged
for noncompliance with the rules. She was then referred to an
intensive outpatient program and began therapy there. Initially
her attendance was erratic because she had lost her license as a
result of the DUI. Eventually, however, she became engaged in the
program and began to address her issues. She acknowledged that
she had started using drugs at a very young age but said that she
had only begun drinking in the previous year or so. We discussed
the genetics of her family, and she said that she realized that she
had deteriorated rapidly since beginning to drink and knew that
she simply could not drink alcohol.
Joseph’s mother is deceased, and his father travels extensively
in his job and is not available as a support. Joseph was
very devoted to his mother and was devastated by her premature
death. We discussed the strengths that he and Carol demonstrated
in staying together and working out their p.
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This document provides an overview and instructions for the course PSY 400 Social Psychology. It outlines the weekly assignments which include a paper defining social psychology, a personal reflection paper on the self, a paper analyzing a situation using cognitive dissonance theory, observing a group and writing a report, and developing an altruism campaign and presentation. The final week involves writing a paper and PowerPoint presentation proposing an intervention strategy to address a social issue and persuade others to help through elements of persuasion and altruism. References must be included and papers are to be formatted according to APA style.
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Cultural Immersion Project – Part 3 Paper InstructionsIndivi.docxdorishigh
Cultural Immersion Project – Part 3 Paper Instructions
Individual Encounter and Synthesis
You will conduct an in-depth, 1-hour interview with an individual or married couple from your selected cultural group in order to develop an understanding of the cultural factors that helped shape that individual’s or couple’s cultural identity.
A variety of issues may be explored in the interview. The knowledge you gained from both parts of the Cultural Immersion Project as well as your sense of the person/couple you interview will guide you in how personal you can get with your questions. Cultural groups and individuals vary on how private they are. Use their feedback regarding what areas you can probe. If the person is very open, go deeper. If not, respect that cultural boundary and ask yourself why that boundary is there. Issues that you may wish to explore during the interview include, but are not limited to, the following:
· Early childhood experiences and parental values;
· Earliest memories of recognizing membership in a culturally different group;
· The role of religion/spirituality;
· Immigration experiences;
· Similarities/differences between couples’ interactions in the U.S. to couples’ interactions in the individual’s culture;
· School experiences as a member of a cultural minority;
· Experiences with subtle racism or discrimination;
· Experiences with overt racism or discrimination;
· Ways the person/couple chose his/her/their career(s) or made career choices;
· The experience of being culturally different;
· Attitudes regarding the majority culture;
· Extent of desire to assimilate majority cultural attitudes, values, and lifestyles;
· Feelings of oppression;
· Feelings of anger toward majority culture;
· From the person’s/couple’s own cultural background, any potential racist attitudes toward or stereotyping of individuals from other particular cultures; and/or
· Strengths identified from the person’s/couple’s cultural background that help him/her/them cope with living in the U.S.
Once your interview is complete, you will answer the questions listed below. First person may be used in your answers, and you must observe correct and current APA style. The paper must have a correct title page, and you must use a reference page (no abstract is needed). A word estimate is beside each question; however, the quality of your answer is more important than the word count. You may expand further, but you do not have to do so.
In addition, your paper must be supported by at least 2 scholarly sources, and at least 2 internet and/or media sources, used in project part 1.
It is recommended that you use the following questions as level 1 headings to organize your paper.
1. Share some of the background of your interviewee (or couple). What is this person’s/couple’s story? (approximately 300 words)
2. How open was this person/couple? Why do you think this was? (approximately 100 words)
3. What were some key cultural events (interact.
Defending a Stand on an Issue by Presenting.pptxJeralynPetilo
This document provides guidelines for defending a position on an issue through presenting reasonable arguments. It outlines three main steps: 1) defining the criteria of the issue, 2) collecting evidence from credible sources, and 3) appealing to the audience. For step two, it identifies common types of evidence like surveys, studies, and statistics. For step three, it discusses logical, emotional, and ethical appeals. It also provides tips for organizing arguments, addressing counterarguments, and evaluating source credibility based on relevance, authority, currency, content, and location. The overall aim is to help structure a clear and well-supported argument.
Assignment Sheet CDFS 411 Policy Interview Paper .docxlynettearnold46882
Assignment Sheet
CDFS 411
Policy Interview Paper
You will identify a current policy issue relevant to you, interview a key community
stakeholder that can speak to the issue, and write a final policy interview paper that describes
current social policies related to the issue, incorporates background research, and provides
recommendations for future policy and practice. The paper is worth a maximum of 100 points
and should be limited to 6-8 double-spaced, typewritten pages excluding the title page and
references. All papers are to be turned in via BeachBoard using the Dropbox feature. The
course calendar lists related due dates.
Writing the Paper
Content and Organization
Address each of the points in the following outline. This outline should be used to
organize your paper. Explanations given below will be discussed further in class, and your essay
should be based on both.
I. Title Page (Title, Your Name, Course, and Semester)
You do not need a running head or abstract.
II. Introduction (Purpose, Organization)
The Purpose of your paper is to gain an in-depth understanding of an important issue
facing children and families today, and to understand how social policies in the United
States are related to the community programs and services designed to address this need.
You must explain what social policy is and why it is important to children and
families. Make sure you include citations. When writing about the Organization of your
paper, state the sequence in which topics will be presented in the discussion, reflection
and conclusions sections of your paper.
III. Discussion
A. (Your Topic if Interest)
Your focus in this section will be on describing a social policy issue of importance to
you (e.g., The importance of after-school programs, Increasing access to high-quality
early care and education for low-income families). Why does this issue matter? How
does it impact children and/or families? What are best practices or programs that have
shown to have positive effects? Are there key components to ensure high quality
services? You must cite a minimum of three outside sources in this section (e.g.,
books, peer-reviewed journal articles).
B. An Interview with (Title of Community Stakeholder Interviewed)
Assignment Sheet
CDFS 411
Provide a description of the community program you chose for your interview. What
is it called? Where is it located? What types of services do they provide?
Provide a description of the community stakeholder you interviewed. What is their
title/role? What do they do? Provide context for the interview. When and where did it
take place? How long did it last? What was it like?
Talk about the most meaningful highlights from your interview. You do not have to
recap the entire interview, rather explain the most relevant and interesting things you
learned. What did you learn about the program/topic of interest? What did you learn
a.
Assignment 05HE490 Healthcare Capstone Research StudiesDire.docxfestockton
Assignment 05
HE490 Healthcare Capstone: Research Studies
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be double‐spaced; refer to the “Format Requirementsʺ page for specific format requirements.
This section prepares you to complete this assignment successfully. Please follow these instructions to complete and submit the assignment.
1. Create a Word document for your responses and save.
2. Be sure to include a title page that includes your name, student ID number, course code, course name, and submission date.
3. When you are ready to submit the assignment, attach the document to your assignment and submit it to Ashworth College through the Assignments tool located on the left-hand navigation bar.
Submit the following:
Submit the First Draft of your research paper. At a minimum it should include:
1. Title Page
2. Introduction
3. Review of Relevant Literature (minimum five)
4. Body
5. Conclusion
6. Unannotated Bibliography
1. Where have all of the physician’s gone; how to prevent the loss of physicians and increase job satisfaction?
2. What is the cause and solution for the loss of physicians in healthcare? More and more physicians are turning to other careers, or reduced work hours. Physician recruitment is down, as well as work morale. Being a physician used to be highly respected and fulfilling career. It has now changed to being one of the highest stressed careers. What has changed, and how do we fix it before it’s too late?
References
Preventing Physician Burnout and Reducing Turnover
https://www.peoplescout.com/insights/preventing-physician-burnout
Two Kinds of Interventions Reduce Physician Burnout
https://www.healthleadersmedia.com/clinical-care/two-kinds-interventions-reduce-physician-burnout
Factors Related to Physician Burnout and Its Consequences: A Review
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6262585/
Do Doctors Experiencing Burnout Make More Errors?
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6175626/
The Most Stressful Jobs
https://money.usnews.com/careers/company-culture/slideshows/the-most-stressful-jobs?onepage
1 in 3 physicians has been sued; by age 55, 1 in 2 hit with suit
https://www.ama-assn.org/practice-management/sustainability/1-3-physicians-has-been-sued-age-55-1-2-hit-suit
Seven Reasons Family Doctors Get Sued and How To Reduce Your Risk
https://www.aafp.org/fpm/2003/0300/p29.html
The Price We Pay: How the Cost of Medical School Contributes to US Healthcare Disparities and Spending
https://sites.tufts.edu/cmph357/2017/04/09/the-price-we-pay-how-the-cost-of-medical-school-contributes-to-us-healthcare-disparities-and-spending/
IS MEDICAL SCHOOL WORTH IT FINANCIALLY?
https://www.bestmedicaldegrees.com/is-medical-school-worth-it-financially/
How ...
Advocacy Through Legislation Nurses often become motivated to ch.docxAMMY30
Advocacy Through Legislation
Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system.
For this assignment, identify a problem or concern in your state, community, or organization that has the capacity for advocacy through legislation. Research the issue and use the "Advocacy Through Legislation" template to complete this assignment.
You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Attachments
NRS-440V-RS4-AdvocacyThroughLegislation.docx
Week 4 assignmet should be interesting for you. It is a form, but please, still follow APA rules for citations and references. PLease the form, it is attached to tasks under week 4. below is a copy of it so you can see what to expect. Think of an idea that needs changed, research the literature and what does the evidence say about this? Next, who can you talk to about it and how can you get funding? See below for the form questions, and yes there is a rubric.
My suggestion, work smart, not hard. The form is provided, so use it! Please remember to put your name on it, and save the doc with your inititals or name (please). As always, if any questions, please ask me!
Problem
In no more than 250 words, describe the problem, who is affected, and the current ramifications. Explain the consequences if the issue continues.
Idea for Addressing
Solution
In no more than 250 words, outline your idea for addressing the issue and explain why legislation is the best course for advocacy.
Research the Issue
Perform research and compile information for your idea. Present substantive evidence-based findings that support your idea for addressing the problem (studies, research, and reports). Include any
similar legislation introduced or passed in other states.
Evidence 1
Literature review here
Evidence 2
Stakeholder Support
Discuss the stakeholders who would support the proposed idea and explain why they would be in support.
Stakeholder(s) Supporting 1
Stakeholder(s) Supporting 2
Stakeholder Opposition
Discuss the stakeholders who would oppose the proposed idea. Explain why they would be i.
Good Evening,I need assistance on the following assignment.docxaidaclewer
John Davis is an 11-year-old boy who has been struggling both academically and socially throughout his schooling. He has a history of aggression and withdrawal from peers and teachers. John feels less athletic and attractive than his peers, which impacts his self-concept. His parents sought counseling on the recommendation of John's school counselor due to ongoing issues. The assignment requires presenting John's case to colleagues, including sections on demographics, reason for consultation, presenting problems, family and social history, current intervention plan, and future goals and recommendations.
This document provides guidance on narrowing a research topic and formulating an effective research question. It discusses selecting an initial broad topic and then refining it by considering limiting factors like viewpoint, time, place, and population. This allows the topic to be focused enough to investigate within the constraints of a research paper. Several examples are provided to demonstrate how to take a broad topic and apply limiting criteria to develop a clear and answerable research question. Key aspects of a good research question are that it is relevant, investigable, and passes the "So What?" test of being worth exploring. Common pitfalls to avoid are questions that are too broad, narrow, or unanswerable.
Template attached... Cultural Immersion Project – Part 1 and.docxjacqueliner9
Template attached...
Cultural Immersion Project – Part 1 and Cultural Immersion Project – Part 2 attached
Subject: Jewish Religion
Cultural Immersion Project – Part 3 Paper Instructions
Individual Encounter and Synthesis
You will conduct an in-depth, 1-hour interview with an individual or married couple from your selected cultural group in order to develop an understanding of the cultural factors that helped shape that individual’s or couple’s cultural identity.
A variety of issues may be explored in the interview. The knowledge you gained from both parts of the Cultural Immersion Project as well as your sense of the person/couple you interview will guide you in how personal you can get with your questions. Cultural groups and individuals vary on how private they are. Use their feedback regarding what areas you can probe. If the person is very open, go deeper. If not, respect that cultural boundary and ask yourself why that boundary is there. Issues that you may wish to explore during the interview include, but are not limited to, the following:
· Early childhood experiences and parental values;
· Earliest memories of recognizing membership in a culturally different group;
· The role of religion/spirituality;
· Immigration experiences;
· Similarities/differences between couples’ interactions in the U.S. to couples’ interactions in the individual’s culture;
· School experiences as a member of a cultural minority;
· Experiences with subtle racism or discrimination;
· Experiences with overt racism or discrimination;
· Ways the person/couple chose his/her/their career(s) or made career choices;
· The experience of being culturally different;
· Attitudes regarding the majority culture;
· Extent of desire to assimilate majority cultural attitudes, values, and lifestyles;
· Feelings of oppression;
· Feelings of anger toward majority culture;
· From the person’s/couple’s own cultural background, any potential racist attitudes toward or stereotyping of individuals from other particular cultures; and/or
· Strengths identified from the person’s/couple’s cultural background that help him/her/them cope with living in the U.S.
Once your interview is complete, you will answer the questions listed below. First person may be used in your answers, and you must observe correct and current APA style. The paper must have a correct title page, and you must use a reference page (no abstract is needed). A word estimate is beside each question; however, the quality of your answer is more important than the word count. You may expand further, but you do not have to do so.
In addition, your paper must be supported by at least 2 scholarly sources, and at least 2 internet and/or media sources, used in project part 1.
It is recommended that you use the following questions as level 1 headings to organize your paper.
1. Share some of the background of your interviewee (or couple). What is this person’s/couple’s story? (approximately 300 words)
.
MiIDle Adulthood and Social Work Practice.pdfbkbk37
This document provides instructions for a social work assignment on health concerns in middle adulthood. Students are asked to:
1) Describe common health concerns faced in middle adulthood and how factors like race, socioeconomic status, and demographics may impact three of these concerns.
2) Explain how social workers should consider these potential health issues and environmental influences in their client assessments.
3) Cite at least two references in APA format and follow guidelines for paper length, formatting, and proofreading. The document also provides additional instructions regarding discussion questions, participation, and assignment submission.
This document provides instructions for Assessment 1 for the HCS321 course. Students must complete a 2,500 word essay addressing how childhood adversity can impact social and emotional development, considering key developmental theories and contexts like culture, gender, disability, trauma, and social isolation. Examples must be given. The assessment is worth 50% and is due on December 11th. It will be marked based on criteria like writing quality, use of theory, discussion of contexts, and hypotheses about potential long-term impacts of adversity. At least 12-14 references must be included and APA style followed. Support is available from ALLAN advisers.
The document discusses persuasive speaking and the objectives of altering an audience's beliefs, attitudes, opinions, values, and behaviors. When persuading an audience, the speaker takes a standpoint or mental perspective from which they view and evaluate the topic. The speaker's objective is to prompt the audience to change their thinking and potentially take action.
Au Psy492 E Portfolio Terri Garrett For Slide Share FullTerriGarrett
Terri Garrett is applying for undergraduate studies. She has 13 years of experience as a veterinary technician and wants to use her psychology degree to work with people. Her goals are to make a difference in people's lives using her communication skills developed working with animals. She has overcome challenges like dyslexia to continue her education. Her resume outlines her education credentials and work experience in veterinary services and insurance.
Homework 2, Interview GuideThis assignment helps you focus on.docxfideladallimore
Homework 2, Interview Guide:
This assignment helps you focus on an important course goal--cultural values and how they may influence communication expectations for a manager and leader. It serves as a cornerstone to several course learning objectives.
The assignment has a series of DUE Dates.
See the LEO link for the schedule.
What are the reasons for different due dates?
SEE Section at the end of this guide.
Assignment Page Length:
Expect to write 5 or more pages.
Page length is NOT a requirement of the assignment, but gathering, reporting, and analyzing information are.
Choosing Your Interviewee
Prepare yourself to do an interview of a colleague, whose early life/childhood was spent in a very different location
. For instance, if you lived your early childhood in Nigeria, then you might want to interview a colleague or friend from the Caribbean or the USA--or somewhere else, but
do not interview
someone from Nigeria. If you were born in the US, then you might ask a work or class mate from Nigeria, or the Caribbean or a
place other than the USA
. If you are a part of a family that immigrated to the US, interview someone who is
not
from the country of your family.
If you are in the military or with a contracting group, and have a top security clearance, then email me to discuss your interview plans.
Do not interview your boss or a direct report—the existing work relationships make it difficult to complete the assignment.
Do not interview a very close friend because you are likely to skip some ideas due to being familiar.
Consider choosing a classmate in this course.
You then can exchange interview information quickly.
Note:
Interviewing a classmate is not required.
Your choice of interviewee is important to being successful in this assignment.
If you have questions about the differences between your childhood location and the person you are thinking about interviewing, then send me an email (
[email protected]
)
Do NOT complete your interview by email.
Use f2f, phone or an online chat.
(LEO has a personal chat option).
Adler’s book, Chapter 3 helps you think about exactly how to gather information about culture from the person you are interviewing.
Read carefully.
To make the questions more concise and easier to use, they are adapted and listed here
.
Please use the questions below to make notes about comments from the interview on the following topics:
Career Advancement, Family Background and Cultural awareness.
Survey 1
Adapted from Adler (2008) pages 88-89.
Career Advancement:
1.
What type of education did your interviewee receive?
Public?
Private?
Were the schools led by a religious-based group?
In comparing education, how does your interviewee describe his or her education to peers—others in the community in which s/he grew up?
Was it similar?
Better?
2.
Does your interviewee have advanced degrees?
Describe.
3.
Why did your interviewee choose his or her profession?
Is th.
Topic Description: Bullying
Ahmed Alqassab
Psychology
St.Lawrence
Running head: TOPIC DESCRIPTION: BULLYING 1
TOPIC DESCRIPTION: BULLYING 3
Topic Description: Bullying
The topic in psychology chosen to be examined in greater depth in my research is bullying. In ("Bullying," 2017), bullying is described as an aggressive behaviour whereby an individual deliberately and constantly causes someone else discomfort or injury. This kind of behaviour takes place in the form of words, physical contact, or other subtle actions, where the victim is typically incapable of defending themselves. According to ("What Is Bullying," 2017), for a behaviour is considered bullying, it must be aggressive and should include a power imbalance, where the individual who bully use their physical strength, popularity, or access to humiliating information to harm or control others. As well, the behaviour must occur more than once or be probable to take place more than once. Some examples of bullying actions involve spreading rumours, making threats, physical or verbal attack, and detaching a person from a particular group on purpose.
The reason I find this topic interesting is the way bullying’s prevalence has exceeded over the years, an issue that needs to be addressed. Additionally, this behaviour causes negative psychological impacts, not only on the victims but also on the bullies as well as the society in general. According to (Schafer, 2015), the World Health Organization ranks Canada among the nations in the developed world that have the highest rates of bullying. Unfortunately, these rates have remained relatively consistent over the years, despite the calls that Canada needs to be doing better. According to PREVNet, an active non-governmental organization made of a network of Canadian researchers who work together to stop bullying in Canada, 75% of Canadians admit having been affected by bullying. Even though most learning institution and organizations have dedicated numerous resources towards prevention of bullying in Canada, the country still ranks higher than two-thirds of the Organization for Economic Co-operation and Development (OECD) countries. As well, PREVNet claims that 50% of Canadian students acknowledge that bullying is an issue at learning institutions, while 78% of Canadians believe that the efforts being put to stop the behaviour are trivial. Interestingly, the stats by the organization indicate that 60% of bullying males develop criminal records by the time they attain the age of 24. The increase in bullying prevalence may be attributed to the advance in technology, where bullying has been extended to social media sites, often called cyber-bullying (Clark, 2014).
Among the things, I would like to understand in this research is the psychology behind bullying. For example, I would like to learn the correlation between individual traits and bullying. As well, the study should attempt to find out if some external factors like peer influence, ...
The document discusses expectations and guidelines for a class that focuses on health policy. It addresses three discussion questions related to presidential power over healthcare legislation, the legislative process of how a bill becomes law, and evaluating the work of health policy institutes. It provides instructions on formatting papers, citing sources, participating in weekly discussions, and communicating with the instructor. Papers are expected to be 250-200 words, include at least two peer-reviewed sources cited in APA style, and respond fully to the questions. Students must also reply to at least one peer comment per week.
Religion and SpiritualityIngrid Cockhren, M.EdReligi.docxcarlt4
Religion and Spirituality
Ingrid Cockhren, M.Ed
Religion and Spirituality
Scholars have begun to map the role of religion and spirituality in the prosocial and positive psychological development of African Americans.
Defining Religiosity, Spirituality, and Psychological Health
Religion/religiosity refers to one’s adherence to the prescribed beliefs and ritual practices associated with the worship of God or a system of gods.
Click here to complete Question 1
Defining Religiosity, Spirituality, and Psychological Health
Spirituality refers to a relationship between transcendent forces (i.e., God, spirits, ancestors) and human’s that results both in the individual’s recognition of the sacredness of all things and in a conscious commitment to a life of virtue.
Defining Religiosity, Spirituality, and Psychological Health
For African American adherents of theistic religions, God/Allah, Jesus Christ, and the Holy Spirit are among the ultimate manifestations of the omnipresent and omniscient force that we refer to as “The Sacred” or “The Divine.”
Defining Religiosity, Spirituality, and Psychological Health
Individuals may express their commitment to the divine by:
Organizational religious involvement
Non-organizational involvement
Subjective religiosity or subjective spirituality
Defining Religiosity, Spirituality, and Psychological Health
Psychological health refers to the experience of having a psyche (mind) that is whole, sound, and well.
Click here to complete Question 2
Religion and Psychological Health: An Overview of Findings from Correlational Studies
Research has established that religion and spirituality do influence the psychological health of African Americans.
African American adults who regularly attend religious services report fewer family, work, and financial stresses than do their less involved counterparts.
Religion and Psychological Health: An Overview of Findings from Correlational Studies
Research has established that religion and spirituality do influence the psychological health of African Americans.
African American seek religious support for a plethora of issues.
Religion and Psychological Health: An Overview of Findings from Correlational Studies
Research has established that religion and spirituality do influence the psychological health of African Americans.
Religiosity and spirituality buffer the effects of discrimination on mental health among African Americans and are associated with efforts to negotiate extraordinary forms of violation
Click here to complete Question 3
Religiosity, Spirituality, and Pathways to Health and Wellness
Religious institutions:
Provide an array of supports to members of African American communities
Facilitate the mental health of children, adolescents, and adults, by providing concrete opportunities for involvement in constructive activities.
Religiosity, Spirituality, and Pathways to Health and Wellness
Religious institutions:
Have.
CJ 560 Module Eight Short Paper Guidelines and Rubric VinaOconner450
This document provides guidelines and a rubric for a short paper assignment on judicial cases that have influenced health policy and procedure. Students must analyze one of three court cases, write a policy and procedure based on reforms needed from the case, and address key elements including a summary of the case, stakeholders, the policy and procedure created, and justification for the policy and procedure. The paper must be 3-4 pages following specific formatting guidelines and citing at least four sources, and will be evaluated based on inclusion of critical elements and the quality of writing.
Similar to Each response is to be in APA format (minus a cover-page and abstr (20)
12-15 page paper with 5 slide PowerPoint on an current management .docxAlyciaGold776
12-15 page paper with 5 slide PowerPoint on an current management issue, MY ISSUES:
(OPEN COMMUNICATION)
PAPER WILL BE SUBMITTED TO TURNIN!
APA, (6
TH
ED.) paper has to included title page& table of content
No pronouns
Cite all quantitative data
Cite all quotes ( try not to use quotations)
Intro ½ page
Background ¾ page
Literature review 4-5 page
Analysis 3-4 page ( detailed information)
Conclusion ¾ page ( WHAT,WHY,HOW,WHOM)
References page-Minimum of 20 published scholarly sources current as possible
Abstract (these questions has to be answered)
Clear statement of problem or issue
Methods or procedures summarized
Results summarized
Conclusions summarized
DUES BY MAY28 5PM
.
12Working With FamiliesThe Case of Carol and JosephCa.docxAlyciaGold776
12
Working With Families:
The Case of Carol and Joseph
Carol is a 23-year-old, heterosexual, Caucasian female and the
mother of a 1-year-old baby girl. She is currently unemployed,
having previously worked for a house cleaning company. The
baby is healthy and developmentally on target, and she and the
parents appear to be well bonded with one another. Carol lives in
a rented house with her husband, Joseph. Joseph is a 27-year-old,
heterosexual, Hispanic male. He was recently arrested at their
home for a drug deal, which he asserts was a setup. Both parents
were charged with child endangerment because weapons were
found in the child’s crib and drugs were found in the home. The
parents assert that the child never sleeps in the crib but in their
bed. As a result of the parents’ arrest, social services was notified,
and the child was temporarily placed in a kinship care arrangement
with the maternal grandmother, who resides nearby. As a
result of Joseph’s arrest, he was fired from the cleaning company
where he worked, and the family is now experiencing financial
difficulties.
After initial contact was made with the parents, a number of
concerns were noted and the family was recommended for additional
case management. Carol’s mother indicated that she had
concerns about Carol’s drinking habits and stated that Carol’s
father and grandfather were alcoholics. She and the father separated
when Carol was a baby, and Carol has had only limited
contact with him. There appears to be significant tension between
the grandmother and Carol and Joseph. I addressed the alcohol
issue with both parents, who denied there was a problem, but
shortly after the discussion, Carol was involved in a serious car
accident with the baby in the car. She was determined to have been
under the influence of alcohol. I advised Carol that she could not
have any unsupervised contact with her child until she completed
intensive inpatient substance abuse treatment. I made arrangements
for her placement, but after a week, she was discharged
for noncompliance with the rules. She was then referred to an
intensive outpatient program and began therapy there. Initially
her attendance was erratic because she had lost her license as a
result of the DUI. Eventually, however, she became engaged in the
program and began to address her issues. She acknowledged that
she had started using drugs at a very young age but said that she
had only begun drinking in the previous year or so. We discussed
the genetics of her family, and she said that she realized that she
had deteriorated rapidly since beginning to drink and knew that
she simply could not drink alcohol.
Joseph’s mother is deceased, and his father travels extensively
in his job and is not available as a support. Joseph was
very devoted to his mother and was devastated by her premature
death. We discussed the strengths that he and Carol demonstrated
in staying together and working out their p.
12 pages The papers must be typed (12 point font) in Times N.docxAlyciaGold776
1
2
pages
The papers must be typed (12 point font) in Times New Roman Font; double-spaced (unless otherwise noted), with one inch margins.
the organization should be a business or company basis.
Provide the links for the company's news.
You show up for work in a new organization or “parachute” into the organization (often knowing little about the organization).
This analytical paper describes how you observe and orient in this new environment to more fully understand the organization’s behavior.
address the deeper
currents of culture
as well as how
processes
and
mission
drive behavior.
address your place in this organization (from which perspective are you writing), not merely from a “job description” perspective, but from at the individual and group levels of analysis.
While not limited to these topics
address leadership, motivation, communications, and ethics.
In addition to incorporating
a wide variety of specific OB distinctions from the course
, the paper must
analyze
(not merely describe) the organization’s behavior from each zoom level:
individual, group, organization, and inter-organizational.
t
h
ird-person perspective
to analyze the organization.
The paper requires you to think deeply about OB in a specific organization.
use an organization you have experience with or research one where you would like to work.
Ideally, from reading this paper, professor should have the experience of being there with you and gain a valuable understanding of this organization.
Another way to look at this paper is as the document which uncovers the currents of organizational behavior in a methodical way.
The exercise of writing this paper provides you with a template for analyzing your next organization’s behavior, to avoid organizational pitfalls, and more quickly make a valuable contribution.
Organizational behavior concepts include: (analyze at least 8 concepts below from
individual, group, organization, and inter-organizational as well as the culture perspective
)
Diversity
Attitudes and Job Satisfaction
Emotions and Moods
Personality and Values
Perception and Individual Decision Making
Motivation Concepts and Application
Foundations of Group Behavior & Understanding Work Teams
Communication
Leadership
Inter-Organizational Behavior
Power and Politics
Conflict and Negotiation
Foundations of Organizational Structure
Organizational Culture
Organizational Change and Stress Management
.
12 new times roman 4-6 pages double spaced apply ONE of t.docxAlyciaGold776
12 new times roman
4-6 pages
double spaced
apply ONE of the theories listed below to
The Jack-Roller: A Delinquent Boys Own Story
by Clifford R. Shaw book.
Then make prediction on what happened to Stanley (protagonist of the book) BASED on the theory chosen.
Follow the guidelines CAREFULLY
Theories to choose from
·
Gottfredson and Hirschi: Self-Control Theory
·
Sampson and Laub: Age-graded Theory of Informal Social Control
·
Moffitt: Developmental Taxonomy
.
112016 @1000 a.m. 100 percent original 400-600 words with at leas.docxAlyciaGold776
11/20/16 @10:00 a.m. 100 percent original 400-600 words with at least 2 references APA format
To further support the acquisition of a new electronic health record (EHR) system, the chief information officer (CIO) has asked you, as an information technology (IT) manager, to meet with the nursing department heads to summarize the differences and the application of relational and object-oriented databases within an EHR system.
.
10–12 slides (not incl. title or ref slides) with speakers notes.docxAlyciaGold776
10–12 slides (not incl. title or ref slides) with speaker's notes
In learning about energy sources and non-fossil fuel sources, multiple technological advances were identified. These can reduce people's footprint on the planet and reduce the burden on fossil fuels.
Using already existing technology, describe ways in which people could reduce the need for external electrical and heat energy.
In completing this, you should be able to create a house that does not rely on public utilities.
Think of houses that exist in remote areas, where these public services do not reach; how can this be accomplished?
Be sure to include primary sources as well as ensure that your references are documented on the slides as they are being used. It is critical that your presentation tells a story, and is not prescribed by the prompts listed above.
.
11.1 - write a servlet that uses doGet to return a markup document t.docxAlyciaGold776
11.1 - write a servlet that uses doGet to return a markup document that provides your name, electronic mail address, and mailing address, along with a brief autobiography. test your servlet with a simple markup document.
11.2 write a servlet that returns a randomly chosen greeting from a list of five different greeting. The greetings must be stored as constant strings in the program.
.
10–15 slides with 150–200 words in the notes page.Using all 3 .docxAlyciaGold776
10–15 slides with 150–200 words in the notes page.
Using all
3 Financial Statements
(See attachment) please provide an analysis on Apix’s
assets, liabilities, cash, and profit
. As well, choose
2 additional components
on each of the sheets, and provide your initial impression on the company financial situation.
Need done by Monday morning.
Thanks Friend
.
This document provides information about the classification of vowels in American English. It includes a chart that shows the placement of vowels in terms of tongue height (high, mid, low) and tongue position (front, central, back). The chart classifies monophthongs and diphthongs according to these criteria. It also includes a phonetic alphabet that can be used for transcribing English pronunciation.
12-20 slides needed for the business plan report provided. (SEE ATT.docxAlyciaGold776
12-20 slides needed for the business plan report provided. (SEE ATTACHED FILE) This is a new bar called Wonderland, presentation needs to be eye capturing and intriguing to make people want to buy in to the idea to make a reality.
Format
Powerpoint presentation
APA
Reference slides needed
SECOND ATTACHED FILE (PPT PRESENTATION) SHOWS HOW I STARTED IT
I posted wrong file
.
1000+ word essay MLA styleTopic Judging others is human nature..docxAlyciaGold776
1000+ word essay MLA style
Topic
: Judging others is human nature. Some of us may practice fighting the urge to be judgmental more than others, but it is a very active battle. What lessons can you argue the characters from “ A Good Man Is Hard To Find by Flannery Oconnor” and “Young Goodman Brown by Nathaniel Hawthorne” teach readers regarding the dangers of being judgmental?
Please use these strategy questions as the professor is looking for them to be addressed in the writing.
Do you have a lead-in to “hook” your reader? (an example, anecdote, scenario, startling statistic, or provocative question.)
How much background is required to properly acquaint readers with your issue?
Will your claim be placed early (introduction) or delayed (conclusion) in your paper?
What is your supporting evidence?
Have you located authoritative (expert) sources that add credibility to your argument?
Have you considered addressing opposing viewpoints?
Are you willing to make some concessions (compromises) toward opposing sides?
What type of tone (serious, comical, sarcastic, inquisitive) best relates your message to reach your audience?
One written, have you maintained a third person voice? (no “I” or “you” statements)
How will you conclude in a meaningful way? (call your readers to take action, explain why the topic has a global importance, or offer a common ground compromise that benefits all sides?)
I wanted to make the instructions clear so I am not penalized when it comes to grading.
All paragraphs should have a topic sentence and supporting sentences explaining one idea and not multiple ideas.
Things I got hit on, on past papers on here.
Intro
Opposition
Supporting argument
Conclusion
Works cited page
looking for an A+
also have a 2000 word research paper coming up soon that i'm willinng to pay good for will be posting soon
.
1000 - 1500 words in APA format. Draft Final PlanYou work for a p.docxAlyciaGold776
1000 - 1500 words in APA format. Draft /Final Plan
You work for a popular consumer electronics company that sells products such as cell phones, tablets, and personal computers. The vice president of operations has talked to you about setting up a warehousing and distribution process that can support business expansions globally. He has asked you to develop a recommendation that will help build a business plan. You need to focus on the areas of transportation regulations and policies, transportation methodologies, warehousing, distribution, and inventory management.
The company is looking to start its global expansion in the European Union and China. You will focus your analysis and recommendations for this report on importing goods into those areas from the United States and fulfilling customer orders from in-region warehousing or distribution centers. Your outline should include the following:
Part I:
Transportation Regulations and Policies
Define the goal
Explain the relevance
National security
Public safety
Environment
Unrestrained competition
Part II:
Transportation Methodologies
Economic viability
Practical use
Applications in domestic and global markets
Part III:
Warehousing and Distribution
Principles
Design
Storage and handling
Information systems and information technology
Third-party logistics providers (3PL)
Part IV:
Inventory Management
Inventory functions for intermediate and final products
Packaging techniques
.
1000 words an 5 referencesResource Blossoms Up! Case Study .docxAlyciaGold776
1000 words an 5 references
Resource
: Blossoms Up! Case Study and Email No. 3
Numerous emails have been sitting in the HR Director's in-box for two months. Smith is highly agitated that none of his have been responded to. Now that you are hired, he has asked you to address the emails immediately.
Read
Email No. 3
concerning a report needed to respond to Smith's direction that the company have its own retirement plan such as a 401(k) plan, the laws affecting such plans, and what to do about funding it since the company is in a cost-cutting mode.
Complete
Smith's directions and the instructions in the email.
Use
headings to appropriately signal the topics and keep your document organized.
Use
a minimum of five in-text citation sources within your paper and identify them in your APA correctly formatted References page.
Click
the Assignment Files tab to submit your assignment.
.
1000+ word essay MLA styleTopic While Abraham Lincoln and John .docxAlyciaGold776
1000+ word essay MLA style
Topic:
While Abraham Lincoln and John F. Kennedy were superior national leaders, everyday persons also take on the responsibilities and risks of leadership, as illustrated by Robert, The blind man, in Raymond Carver’s “Cathedral”. On the other hand, Lieutenant Jimmy Cross in Tim O’Brien’s “the things they carried” believes he has neglected his duties as the leader of his platoon.
If you were conducting a leadership workshop for your college or local community, how could you use these four individuals to illustrate key points of your presentation? What other examples—contemporary or historical, fictional or factual—might you use to illustrate leadership qualities?
In doing so, consider the Core Value of Integrity emphasized in this course. This assignment asks you to address qualities of leadership. What is the relationship between integrity and leadership? Please include in your writing your own definition of Integrity and whether those in leadership roles are assumed to have (or demonstrate) integrity.
Please use these strategy questions as the professor is looking for them to be addressed in the writing.
Do you have a lead-in to “hook” your reader? (an example, anecdote, scenario, startling statistic, or provocative question.)
How much background is required to properly acquaint readers with your issue?
Will your claim be placed early (introduction) or delayed (conclusion) in your paper?
What is your supporting evidence?
Have you located authoritative (expert) sources that add credibility to your argument?
Have you considered addressing opposing viewpoints?
Are you willing to make some concessions (compromises) toward opposing sides?
What type of tone (serious, comical, sarcastic, inquisitive) best relates your message to reach your audience?
One written, have you maintained a third person voice? (no “I” or “you” statements)
How will you conclude in a meaningful way? (call your readers to take action, explain why the topic has a global importance, or offer a common ground compromise that benefits all sides?)
I wanted to make the instructions clear so I am not penalized when it comes to grading.
All paragraphs should have a topic sentence and supporting sentences explaining one idea and not multiple ideas.
Things I got hit on, on past papers on here.
Intro
Opposition
Supporting argument
Conclusion
Works cited page
.
1000 words and dont use the InternetFrom the book answer the qu.docxAlyciaGold776
1000 words and don't use the Internet
From the book answer the questions
A. Did any of these authors have followed historical methods of Said's book ( Orientalism) or subaltern historians? Please give an example to prove your argument.
B. How do these histories of non-westren women contribute to non-westten historiograph?
.
100 original 0 plagiarism, with introduction and conclusion.I.docxAlyciaGold776
The document requests a 950-word paper by June 6th at 7 pm that describes changes during middle childhood and adolescence regarding family and peer relationships and their influence on future development. It requires evaluation of functional and dysfunctional family dynamics, determination of peer impacts, examination of additional adolescent pressures, and discussion of moral development, sourced from a minimum of two peer-reviewed sources and formatted per APA style.
100 Original Work.Graduate Level Writing Required.DUE .docxAlyciaGold776
100% Original Work.
Graduate Level Writing Required.
DUE: Sunday, June 12, 2020 by 5pm Eastern Standard Time.
Background:
Views on justice impact many areas of criminal justice, including the concepts of fairness, equality, and impartiality, and influence the ethical standards you apply in various situations in the field. Your views on justice and how you act in situations will affect the opinions others have of you in the communities you serve. Views on justice also impact actions taken and decisions made that affect the wider population.
Write
a 1,150- to 1,400-word paper describing the origins of the concept of justice and how you believe they are defined today.
Include the following:
-Explain Aristotle’s ethical ideas of distributive and procedural justice.
-Compare substantive justice and procedural justice, including how procedural justice impacts wrongful convictions and moral perceptions of racial discrimination, such as the Central Park Five and the story of Brian Banks, a former football star.
-Explain how you understand justice as defined by today’s modern criminal justice agencies. Include reasoning and examples in your explanation to support your opinion.
Include at least four additional scholarly reference.
Format your paper consistent with APA guidelines
.
Must Be Graduate Level Writing
100% Original Work
.
10-1 Discussion Typical vs. Atypical DevelopmentThroughout this c.docxAlyciaGold776
10-1 Discussion: Typical vs. Atypical Development
Throughout this course, we have explored different aspects of development, and research has presented a variety of influences in the form of biological, social, emotional, and cognitive domains. At the end of nearly every chapter reading, a holistic position began to emerge that acknowledges the contribution by each domain. In our final discussion, reflect on whether a holistic approach is just as effective for accounting for atypical development as it is for typical development. Utilize examples from the course to support your position, or consider using an issue of atypical development to provide context (e.g., autism or antisocial behavior).
*******JUST NEEDS TO BE 2 TO 3 PARAGREAPHS WITH REFERENCES**********
.
100 words only 1 APA REFERENCEThe traditional approach for ide.docxAlyciaGold776
100 words only 1 APA REFERENCE
The traditional approach for identifying qualified applicants is often driven by old traditions like looking at resumes, degree, years of experience, and even looks. What other, more quantifiable measures might be used when hiring a new employee? Be specific.
.
100 Words minimumDiscussion TopicWhat is the difference betwe.docxAlyciaGold776
100 Words minimum
Discussion Topic:
What is the difference between “community intervention” and “intervention in the community”? How can health advocates thoroughly address each in, for example, public policymaking of one of the following (choose one and discuss or choose a health concern of your own liking):
Youth violence
Asthma in children
Walking track and other public access to exercise/fitness
Heart disease
Lack of availability of health food (in stores, restaurants, etc.)
.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Each response is to be in APA format (minus a cover-page and abstr
1. Each response is to be in APA format (minus a cover-page and
abstract), be 750 words maximum in length no less, have in-text
citations from peer reviews and cite what page and paragraph
where source is found with a corresponding reference page, and
include biblical in-text support to support your Christian world
view. PLEASE MAKE SURE YOU INCLUDE A TITLE PAGE,
ABSTRACT, AND REFERENCES!No Late Work!
DUE: by February 25, 2021 Thursday by 11:59 a.m
READ: CH. 17, 21-22 (Sherman & Jacobs).
4 QUESTIONS GRADING RUBRIC
Make sure to include peer-reviewed articles in text citations,
along with biblical context.
NO MORE THAN 750 WORDS!
KEEP IN MIND:
The title page, abstract is no less than 150 words, keywords,
and references.
The 750 words does not include the title page, abstract,
keywords or references, these are not part of the 750 words. The
750 words are the body not title page, abstract, keywords or
references.
4 QUESTIONS:
1. What is the role of federalism in framing youth issues?
2. What are the Juvenile Detention Alternatives Initiative's five
objectives for reform in the juvenile justice system?
3. What is important to consider when using a data-driven
approach to decision making?
4. How can fragmentation and tunneling be overcome?
1
2. MSN5550 Health Promotion: Prevention of Disease
Case Study Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished
Exemplary Total
Ideas,
Arguments,
& Analysis
0-30 points 35-39 points 40-44 points 45-50 points /50
Ideas expressed lack an
understanding of the case
study. Comments are
irrelevant, off-topic, and/or
confusing to follow.
Viewpoint, if given, is not
supported with evidence or
examples.
Ideas expressed in case
study show a minimal
understanding of the topic.
Comments are general in
nature and/or occasionally
may not be relevant.
Rehashes or summarizes
ideas with limited analysis,
original thought, and/or
supported viewpoints.
Ideas expressed in case
study are mostly substantive
3. and relevant to topic; some
original thought.
Demonstrates logical
thinking, reasoning, and/or
analysis for most part.
Viewpoint is supported with
evidence and/or examples.
Ideas expressed in case
study include original
thought, substantial
depth, and are relevant to
topic. Responses show
strong logical thinking,
reasoning, and analysis
with evidence and
examples. Construction of
new meaning and insights
are evident.
Connection
to Course
Materials
0-13 points 14-15 points 16-17 points 18-20 points /20
No connections are made
to readings or other course
materials (lectures, media,
resources, etc.), and/or if
made, are not clearly
stated and are largely
personal opinions.
Minimal direct connections
are made to readings and/or
4. other course materials
(lectures, media, resources,
etc.). Connections are
largely inferred and
somewhat unclear at times.
Some direct connections are
made to readings and/or
other course materials
(lectures, media, resources,
etc.) and are clearly stated
for the most part.
Strong, direct connections
are made to readings
and/or other course
materials (lectures, media,
resources, etc.) and are
clearly stated.
Content and
Pedagogical
Knowledge
0-13 points 14-15 points 16-17 points 18-20 points /20
The case study response
displays a lack of
comprehension of the
assignment.
The case study responses
are partially addressed.
There are components of
5. the assignment not
addressed.
The case study response
demonstrates
comprehension of
assignment expectations,
however, is missing
responses to some of the
case study questions.
The case study response
demonstrates
comprehension of
assignment expectations
and includes the essential
components of the
assignment.
2
Case Study Rubric (continued)
Criteria Unsatisfactory-Beginning Developing Accomplished
Exemplary Total
Writing
6. Quality
0-6 points 7 points 8 points 9-10 points /10
Responses to case study
show a below average/poor
writing style that lacks
standard English, and/or is
difficult for readers to
follow. Contains frequent
errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show an average and/or
casual writing style using
standard English that is
generally clear but contains
some errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show above average writing
style that is clear using
standard English with minor
errors in grammar,
punctuation, usage, and/or
spelling.
Responses to case study
are well written and
clearly articulated using
standard English,
characterized by elements
7. of a strong writing style
with correct grammar,
punctuation, usage, and
spelling.
TOTAL POINTS (sum of Criteria) /100
Source: Rubric by Denise Kreiger, Instructional
Design/Technology Services, SC&I, Rutgers, 3/2014
Source: Rubric by Denise Kreiger, Instructional
Design/Technology Services, SC&I, Rutgers, 3/2014
MSN 5550 Health Promotion: Prevention of Disease
Case Study Module 6
Instructions: Read the following case study and answer the
reflective questions. Please provide
rationales for your answers. Make sure to provide
citations/references for your answers in APA
format.
Deadline: Due by Sunday at 23:59 p.m.
8. CASE STUDY: Albert
Albert Mitchell is a 36-year-old man who will be traveling to
Dubai to give a business presentation in
3 months. Although he has traveled widely in the United States
as a consultant, this is his first trip to
the Middle East.
He requests information regarding immunizations needed before
his trip. Albert states that as he will
be in Dubai for only a few days, he is unlikely to contract a
disease in such a short time and
therefore believes that it is illogical to obtain immunizations.
Albert states that he has heard that the side effects of the
immunizations might be worse than the
diseases they prevent. He is also concerned about leaving his
wife at home alone because she is 6
months pregnant.
Reflective Questions
1. How would you address Albert’s beliefs?
2. What learning would be needed in each domain?
3. What learning theories would you consider?
4. How might his family concerns be addressed?
Juvenile Justice
Juvenile Justice
9. Advancing Research,
Policy, and Practice
Edited by
FRANCINE T. SHERMAN and
FRANCINE H. JACOBS
John Wiley & Sons, Inc.
This book is printed on acid-free paper. !1
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Library of Congress Cataloging-in-Publication Data:
Juvenile justice: advancing research, policy, and practice/edited
by Francine T. Sherman and Francine H. Jacobs.
p. cm.
Includes index.
ISBNs 978-0-470-49704-3; 978-1-118-10586-3; 978-1-118-
10585-6; 978-1-118-10587-0; 978-1-118-09337-5
12. 1. Juvenile justice, Administration of—United States. 2.
Juvenile corrections—United States. 3. Juvenile
delinquents—United States. I. Sherman, Francine T., 1955- II.
Jacobs, Francine H.
HV9104.J864 2011
364.630973—dc22 2011014932
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
To all the children, families, advocates, practitioners,
and policy makers involved with juvenile justice,
acknowledging the critical roles you play in creating
a more humane and effective system
Contents
Foreword Justice for America’s Children xi
Marian Wright Edelman
Preface xv
Francine T. Sherman and Francine H. Jacobs
Introduction xvii
Francine T. Sherman and Francine H. Jacobs
Contributors xxvii
13. SECTION I
Framing the Issues 1
Chapter 1 A Developmental View of Youth in the
Juvenile Justice System 3
Marty Beyer
Chapter 2 Youth in the Juvenile Justice System:
Characteristics and Patterns of Involvement 24
Kristi Holsinger
Chapter 3 The Health of Youth in the Juvenile
Justice System 44
Paula Braverman and Robert Morris
Chapter 4 Children’s Rights and Relationships:
A Legal Framework 68
Francine T. Sherman and Hon. Jay Blitzman
Chapter 5 A Vision for the American Juvenile Justice System:
The Positive Youth Development Perspective 92
Richard M. Lerner, Michael D. Wiatrowski, Megan Kiely
Mueller,
Christopher M. Napolitano, Kristina L. Schmid, and Anita
Pritchard
vii
14. SECTION II
Understanding Individual Youth 109
Chapter 6 Race, Ethnicity, and Ancestry in Juvenile Justice 111
James Bell and Raquel Mariscal
Chapter 7 The Role of Gender in Youth Systems:
Grace’s Story 131
Francine T. Sherman and Jessica H. Greenstone
Chapter 8 Lesbian, Gay, Bisexual, and Transgender (LGBT)
Youth and the Juvenile Justice System 156
Laura Garnette, Angela Irvine, Carolyn Reyes, and Shannan
Wilber
Chapter 9 Adolescent Parents and the Juvenile Justice System:
Toward Developmentally and Socioculturally Based
Provision of Services 174
Ellen E. Pinderhughes, Karen T. Craddock, and LaTasha L.
Fermin
SECTION III
Understanding Youth in Context 197
Chapter 10 Parents, Families, and the Juvenile Justice System
199
Francine H. Jacobs, Claudia Miranda-Julian, and Rachael
Kaplan
15. Chapter 11 Violence Within Families and Intimate
Relationships 223
Linda L. Baker, Alison J. Cunningham, and Kimberly E. Harris
Chapter 12 Making a Place for Youth: Social Capital,
Resilience, and Communities 245
Robert L. Hawkins, Maryna Vashchenko, and Courtney Davis
Chapter 13 The Developmental Impact of Community Violence
267
Edmund Bruyere and James Garbarino
viii C O N T E N T S
Chapter 14 The Right to a Quality Education for Children
and Youth in the Juvenile Justice System 286
Kathleen B. Boundy and Joanne Karger
Chapter 15 Juvenile Prison Schooling and Reentry:
Disciplining Young Men of Color 310
Sabina E. Vaught
Chapter 16 The System Response to the Commercial
Sexual Exploitation of Girls 331
Francine T. Sherman and Lisa Goldblatt Grace
Chapter 17 How American Government Frames
16. Youth Problems 352
Timothy Ross and Joel Miller
Chapter 18 Youth Perspectives on Health Care 369
Rachel Oliveri, Ila Deshmukh Towery, Leah Jacobs,
and Francine H. Jacobs
SECTION IV
Working for Change 389
Chapter 19 Youth-Led Change 391
Barry Dym, Ken Tangvik, Jesus Gerena, and Jessica Dym
Bartlett
Chapter 20 The End of the Reform School? 409
Vincent Schiraldi, Marc Schindler, and Sean J. Goliday
Chapter 21 Collaboration in the Service of Better Systems
for Youth 433
Anne F. Farrell and Diane M. Myers
Chapter 22 Getting on Board With Juvenile Justice
Information Technologies 456
Stan Schneider and Lola Simpson
Contents ix
17. Chapter 23 Establishing Effective Community-Based Care
in Juvenile Justice 477
Peter W. Greenwood and Susan Turner
Chapter 24 Better Research for Better Policies 505
Jeffrey A. Butts and John K. Roman
Afterword 527
Congressman Robert (Bobby) Scott
About the Editors 531
Author Index 533
Subject Index 551
x C O N T E N T S
Foreword: Justice for America’s Children
MARIAN WRIGHT EDELMAN
President, Children’s Defense Fund, Washington, DC
The test of the morality of a society is what
it does for its children.
—Dietrich Bonhoeffer (c. 1940)
Has America turned her back on her most
vulnerable children?
America is the richest nation in the world.
18. We rank #1 in gross domestic product (GDP),
and we have more billionaires than any other
country. Surely, a nation so blessed will take
care of its children, who are its greatest treasure,
its future, and its most vulnerable population.
Yet the gap between rich and poor in
America is greater than in any other major
industrialized nation
1
and is growing wider,
dooming millions of children to the fate of
growing up poor—if they survive infancy.
Today, tens of thousands of poor babies in
rich America enter the world with multiple
strikes against them: born without prenatal
care, at low birth weight, and to a teen, poor,
and poorly educated single mother and absent
father. Many are funneled from birth into what
the Children’s Defense Fund calls ‘‘the cradle-
to-prison pipeline,’’ which traps children into
life paths marked by abuse, illness, school failure
and suspension, detention, incarceration, and,
too often, early death. Others become trapped
in the pipeline to prison later in life.
At crucial points in a poor child’s develop-
ment, more risks pile on—the loss of a parent,
sibling, or friend; low teacher expectations;
family or neighborhood violence; gang
involvement—making a successful transition
to productive adulthood significantly less likely
and involvement in the criminal justice system
19. significantly more likely. For children of color,
who are disproportionately poor, the odds of
youth detention and eventual incarceration as
adults greatly exceed those for White children.
Black children are 3 times as likely as White
children to be poor. A Black boy born in 2001
is more than 5 times as likely as a White boy
born that same year to be incarcerated at some
point during his lifetime.
And, in the past 20 years, sentencing for
juveniles in our nation has become increas-
ingly harsh and punitive and there has been an
increase of 72% in the number of children
held in America’s juvenile detention centers;
2
thousands of children are held in adult prisons.
As a number of the chapters in this im-
portant volume illustrate, the experiences of
detained and incarcerated children in America
are rarely rehabilitative. Children and teens
who go through our nation’s juvenile justice
2
Myers, D. M., & Farrell, Anne F. (2008). Reclaiming
Lost Opportunities: Applying Public Health Models in
Juvenile Justice. Children and Youth Services Review 30,
1159–1177.
1
OECD Report (2009), Growing Unequal? Income Distri-
bution and Poverty in OECD Countries, notes that ‘‘the
20. United States is the country with the highest inequality
level and poverty rate across the OECD, Mexico and
Turkey excepted.’’
xi
system are condemned to long terms at large
youth detention centers and adult prisons only
to languish in cells surrounded by thick walls
and razor wire. Too often, they are locked
down for long periods of the day with no real
opportunities for rehabilitation, treatment, or
education. Many youth become hardened
criminals while incarcerated, and at the end
of their sentences they are released into com-
munities that don’t have adequate resources to
reintegrate them.
Tragically, instead of helping disadvantaged
youth become responsible adults, the juvenile
justice system today has become a major feeder
into the cradle-to-prison pipeline, leading
young people into the adult criminal system.
That pipeline runs through economically de-
pressed neighborhoods and failing schools;
across vacant lots where playgrounds and health
facilities should be; and in and out of broken,
understaffed child welfare agencies. By the time
many children get arrested and are brought
before a juvenile court, they have been pro-
vided far too little loving and thoughtful adult
support—only to face purported child-serving
systems that treat them unjustly.
21. The high number of cases that juvenile
courts administer—an estimated 1.6 million
cases each year nationwide—is attributable to
the fact that we, the adults, have let our most
vulnerable children down. We don’t pay at-
tention to early warning signs, such as a drop
in grades or a reluctance to go to school, that
indicate poor children need help; we don’t
provide them with adequate mental health
services or other counsel; and we have per-
mitted the increasing criminalization of chil-
dren at younger and younger ages for
behaviors that used to be handled by families,
churches, teachers, and community organiza-
tions. We seem to have forgotten that children
are children, and that our job as adults is to
guarantee their safe passage to successful,
productive adulthood by guiding them, nur-
turing them, protecting them, and teaching
them.
It was not always so. America’s juvenile
justice system was once regarded as one of the
most enlightened in the world. It was founded
over 100 years ago on the principle that chil-
dren, unlike adults, are still developing and that
many of their perceptions, actions, and re-
actions are immature responses to an increas-
ingly complex world. The early American
juvenile justice philosophy taught that, with
the proper guidance, children can learn new
behaviors and attitudes as they mature. The
emphasis was on rehabilitation, not punishment
and retribution. In order to grow into respon-
22. sible and caring adults, it was believed, youthful
offenders need support, treatment, and care.
The editors of this volume and authors of
individual chapters urge us to remember that
the children involved in our juvenile justice
system are, first and foremost, children. Like all
children, they need the love and guidance of
adults—in their families, in their neighbor-
hoods, in their communities—to develop their
considerable potential and to thrive. And like
all children, they need a nurturing school
environment, the attention of caring and tal-
ented teachers who know their students can
learn, and a rigorous curriculum that gives all
students the skills to succeed in college and the
workplace. The fact that risk factors such as
poverty, discrimination, and personal tragedy
add stress to their young lives and increase their
chances of becoming trapped in the cradle-to-
prison pipeline should not cause us, the adults
in their lives, to lower our expectations for
their success or, worse, write them off or
abandon them. Indeed, their increased vul-
nerability should make us redouble our efforts
to give them the support and care they sorely
need. Repeatedly, in the chapters of this vol-
ume, we are reminded that deficit- and
xii F O R E W O R D : J U S T I C E F O R A M E R I C A ’ S
C H I L D R E N
punishment-based approaches to juvenile jus-
tice only feed the pipeline to prison and that
23. when we identify children’s strengths and
build on those strengths intentionally and
consistently, we can help children in the juve-
nile justice system grow and thrive.
In the pages that follow, you will meet
children involved in the juvenile justice system
who would have benefited from a coordinated,
caring, and developmentally appropriate system
of support. There is Marco, a young boy who
initially did well in school and loved science but
whose grades dropped when he became sad and
fearful in middle school because he was terror-
ized by gang violence in his neighbor hood and
witnessed the murder of a friend; no adults
picked up on signs of his stress or bothered to
check in with him to see what was going on. As
his fears grew, Marco succumbed to pressure to
join a gang ‘‘for protection’’ and, before long,
he was charged with being an accessory to a
crime in a drive-by shooting.
You also will hear from Grace, an intelli-
gent and outspoken young girl of color who,
shortly after her placement in a foster home
(a placement she perceived as punishment), was
charged with assault on a public employee and
‘‘disturbing school assembly.’’ After Grace’s
expulsion from school, she was shuttled among
foster homes, residential placements, and secure
detention, as the Department of Family Ser-
vices and the Department of Juvenile Justice
struggled over control of her case. And you will
visit a juvenile justice detention center school
where children 13–20 years old are regarded as
‘‘predators’’ by the adults in charge of their care
24. and whose ‘‘sentences’’ are extended when they
fall asleep in class.
The authors place such stories in the
context of the latest research and recommend
best practices on child development that
emphasize the importance of an environmen-
tal, developmental approach that builds on a
child’s strengths. The chapter on youth-led
change introduces us to youth who have dis-
covered, within themselves, immense re-
sources not only to change themselves but
to transform their communities, creating ‘‘vir-
tuous cycles’’ (instead of ‘‘vicious cycles’’) that
serve as positive feedback loops building on
increasing strengths.
The lessons in this book remind us that we
can—and that we must—do better, for the sake
of our children, their futures, and the sake of
our nation. Incarceration should not be our
society’s first or primary response to youth in
trouble. Judges need to look for opportunities
to offer poor, young, and minority defendants
the same second chances most privileged youth
can count on. These include alternatives to
incarceration such as restitution, community
service, electronic monitoring, drug rehabilita-
tion treatment, or placement in a ‘‘staff secure’’
(but not locked) community corrections facil-
ity. These youth in trouble must get the educa-
tion, special education, mental health
treatment, and other services they need. We
must ensure that systems intended to support
children actually help them, instead of serving
25. as entryways into the cradle-to-prison pipeline.
And as the final chapter in this volume makes
abundantly clear, child welfare, juvenile justice,
and education systems all need to collaborate to
design individualized systems of support that
build on each child’s strengths.
There is already good work under way in a
number of states and communities, and you
will read about that work throughout this
volume. Committed leaders and staff are
working to rid the system of the abusive
and punitive treatment of youth in custody
that now too often pushes them into the adult
criminal justice system. Reforms in Missouri’s
juvenile justice system, often now referred to
as the Missouri Model, have replaced large
training schools and detention facilities with
Foreword: Justice for America’s Children xiii
small group programs located as close to
youth’s homes as possible. These small pro-
grams offer a broad range of therapeutic inter-
ventions and are staffed by highly trained and
educated staff who understand that construc-
tive reform is best accomplished through pos-
itive behavioral supports and that the use of
force must be kept to a minimum. The
Missouri Model is being used to promote
juvenile justice reforms in Louisiana; New
Mexico; San Jose, California; and Washington,
DC, and other jurisdictions are waiting in line.
States such as California, Texas, and New York
26. are also making progress in establishing alter-
natives to secure confinement. The Juvenile
Detention Alternatives Initiative, begun by the
Annie E. Casey Foundation 15 years ago, has
reduced the number of youth in detention
and in some places also reduced the number
of juvenile arrests.
The goal of these and other reforms is to
create throughout our nation a juvenile justice
system that will give children the support they
need to grow into thoughtful, confident, car-
ing, and productive adults as they transition to
the community. We must bring to scale the
reforms already under way that build on the
strengths of children, youth, and families;
provide children and youth with individual-
ized and comprehensive services in the least
restrictive setting appropriate to their needs;
promote evidence-based approaches; and
assist and support the successful return of
youth to their communities. These new
approaches recognize the usefulness and
importance of tracking outcomes for youth
and responses to the new reforms over both
the short and long term.
At the same time, we must take action to
address the root causes of a child’s involvement
with the juvenile justice system so that we
might keep children and youth from ever
entering the system. We must eliminate child
poverty, assure every child comprehe nsive
health and mental health coverage and the
early childhood experiences and education
27. required to meet their individual needs, and
offer families the supports needed to keep their
children safe and in nurturing communities.
This volume is a call to action, and I
encourage everyone who reads it to take steps
to ensure that all America’s children are given
an equal chance to succeed. We must all work
together to replace the cradle-to-prison pipe-
line with a pipeline to responsible, productive
adulthood.
xiv F O R E W O R D : J U S T I C E F O R A M E R I C A ’ S
C H I L D R E N
Preface
FRANCINE T. SHERMAN AND FRANCINE H. JACOBS
The idea for this book grew out of our 5-year
collaboration on the Massachusetts Health Pass-
port Project (MHPP; first the Girls’ Health
Passport Project), which was an effort to de-
velop a system of continuous health-care access
for girls, and then boys and girls, committed to
the Massachusetts Department of Youth Ser-
vices. Fran Sherman was the principal investi-
gator of the core project to develop and
implement MHPP, and Fran Jacobs and her
team at Tufts University, of its evaluation.
Through many hours of discussion, debate,
and mutual education explicating MHPP goals
and teasing out ways to evaluate them, we each
discovered new, more critical ways of thinking
about our own fields, along with new connec-
28. tions among the worlds of law, policy, and the
social sciences. The experience was both
refreshing and challenging.
For us, that concrete, almost daily collabo-
ration reinforced our belief in interdisciplinary
conversations and understandings of juvenile
justice and broader youth policy. It also re-
inforced the importance of looking behind
practice (however successful you think you
are being) to understand how, and the extent
to which, it reflects current theory and research
on the one hand, and is approaching attainment
of its goals, on the other. That iterative process
of doing and analyzing and then redoing and
reanalyzing, is key to the development of sound
and innovative juvenile justice policy and
practice moving forward, and was practiced,
as well, in the development of this volume. In
that spirit, we hope this book will stimulate
both interdisciplinary conversations among stu-
dents, academics, policy makers and practition-
ers, and links among practice, research, and
theory to develop programs and policies pro-
moting positive development for youth and
their communities.
We have both benefited from the support
and dedication of talented students and col-
leagues. I (Fran Sherman) am grateful to the
Juvenile Rights Advocacy Project clinic and
seminar, which gives me the invaluable, daily
opportunity to see juvenile law and policy
through the fresh eyes and quick minds of
second- and third-year law students; to
29. Rebecca Vose and Tony DeMarco, my JRAP
colleagues, who have made my work life both
stimulating and fun and have been so generous
with their time, giving me time to work on this
volume, and Judy McMorrow, who has pro-
vided thoughtful and consistent counsel and
friendship through all of my 26 years at Boston
College Law School. I also want to thank my
national juvenile justice colleagues, many of
whom have contributed to this volume, who
demonstrate the power of vision, leadership,
devotion, and intentionality in implementing
smart and effective juvenile justice practices and
policies. The many youth and, particularly
young women, whom I have represented
xv
over 30 years, are an ongoing inspiration and
education, and are, of course at the core of this
volume.
Likewise, I (Fran Jacobs) have much
appreciated the support and encouragement
of colleagues in both of my departments at
Tufts—the Eliot-Pearson Department of
Child Development, and the Department
of Urban and Environmental Policy and
Planning—many of whom, from distinct
and distantly flung perches in the worlds of
child development and public policy, have
had encouraging words to share about the
worthiness of this book. Rachel Oliveri, Ila
Deshmukh Towery, Jessica Greenstone, and
30. Claudia Miranda-Julian expertly helped us
convert what was learned in the course of
the MHPP evaluation into broader lessons
for juvenile justice policy. And Maryna
Vashchenko and Jessica Dym Bartlett pro-
vided expert substantive consultation and
patient editorial intervention. At Boston
College Law School, Classie Davis, Celeste
Laramie, Kori Burnham, Lauren Whillhoite,
Hilary Jaffe, Coleman Peng, Dan Maltzman,
Mary Ann Neary, and Chester Kozikowski all
provided important research and administra-
tive support.
A number of foundations supported
the Girls’ Health Passport Project and the
Massachusetts Health Passport Project in
some way, and through that support helped
stimulate the thinking behind this volume.
They are: The Blue Cross Blue Shield of
Massachusetts Foundation, The Jacob and
Valeria Langeloth Foundation, The Boston
Foundation, the Florence V. Burden Founda-
tion, The Jessie B. Cox Charitable Trust, and
the Gardiner Howland Shaw Foundation. We
are grateful for their support and for the
encouragement and insight provided by our
grant administrators in each and every case. I
(Fran Sherman) have greatly appreciated the
support and fellowship I have received over the
years from my colleagues at the Annie E. Casey
Foundation’s Juvenile Detention Alternatives
Initiative. The many lessons I have learned
from them are woven through this volume.
We both thank our universities, Boston Col-
31. lege Law School and Tufts University, respec-
tively, for providing us with essential research
leave and support to work on this volume. We
are also grateful to Marian Wright Edelman for
her foreword to this volume; her career as an
advocate for children is unparalleled and stands
as an inspiration.
My (Fran Sherman) boundless love, grat-
itude, and respect go to my three children,
Leah, Sarah, and Jake Tucker for their warmth,
kindness, intelligence, and senses of humor.
This book and so much of my work, which is
centrally about ways to support youth, is dedi-
cated to my children for the way they honor
their many gifts and opportunities. They are my
inspiration, and I look forward to continuing to
watch their adult lives unfold. And most of all,
my gratitude and love go to my husband, Scott
Tucker—my best friend, most solid support,
and biggest booster.
My (Fran Jacobs) deep gratitude goes
to my family—first and foremost to my hus-
band Barry Dym—and then to my children
(Jessica and JJ Bartlett, and Gabriel Dym and
Rachael Kaplan) and grandchildren (Molly
and Jake Bartlett, and Eli Aaron Dym) for
having the patience to see me through this
process, and the good sense to avoid me on
those crunch writing days. My 91-year-old
mother, Miriam Jacobs, kept up on the prog-
ress of this project, celebrating with me the
completion of each phase. This book, about
children and families and the help that every
one of them needs and deserves, pays tribute
32. to them all.
xvi P R E F A C E
Introduction
FRANCINE T. SHERMAN AND FRANCINE H. JACOBS
Arthur Schlesinger Jr. (1986) observed that
the history of social policy in the United
States reflects fairly predictable cycles, com-
pleted in 30 years or so, between liberalism
and conservatism—‘‘public purpose and private
interest’’ (p. 31). These cycles of national in-
volvement with issues of social concern invig-
orate our politics with new energy and ideas;
their seeds are sown, during previous cycles, as
forays of innovation that eventually coalesce.
And although it can appear at the ‘‘end’’ of a
cycle, that policy has not advanced much, if at
all, in fact the process is recursive. For better or
worse, we never do return precisely to where
we were, and every so often, the change in
policy direction is bold, significant, and per-
manent. Those of us who came of age in the
1960s and 1970switnessed this transformational
progress in civil rights, women’s rights, and the
rights of persons with disabilities.
And then there is juvenile justice policy. It is
often noted that our national disposition toward
delinquent youth and our approach to addressing
their deeds and needs vacillate, unsurprisingly,
and in the regular cycles that Schlesinger de-
scribed, between punishment and rehabilitation.
33. Modest changes are often consolidated before
the pendulum swings once again in the opposite
direction; reformers at either end tool up, ready-
ing themselves to undo or modify what has been
codified in the ‘‘down’’ cycle.
The prediction of the ‘‘coming of the super-
predators’’ by John Dilulio (1995, November
27), then a professor at Princeton University, in
the mid-1990s, may represent the apogee of the
pendular swing of that time, the midpoint of that
cycle. Broadly speaking, with the Juvenile Justice
and Delinquency Prevention Act and the pro-
cedural due process revolution of the late 1960s
and 1970s, juvenile justice policy had become
more rehabilitative in orientation. Rates of ju-
venile crime arrests increased over the 1980s,
however, and the population of juvenile offend-
ers became increasingly racialized. The rise in
juvenile violent crime arrests during the 1980s
was a complex, multidetermined phenomenon
(Zimring, 1998), however, and by 1994 juvenile
violent crime arrests had already begun their
long decline (Puzzanchera, 2009). Nonetheless,
Dilulio capitalized on, and catalyzed, the grow-
ing sentiment among Americans that these
youth were too dangerous to have in our midst.
They were depraved, thoroughly incorrigible,
and therefore needing to be removed from
society to protect the rest of us.
We know the end of this story: That on-
slaught never materialized—and indeed, juve-
nile crime statistics have evidenced steady
improvement over the ensuing years (Puzzan-
34. chera, 2009). Nonetheless, the late 1990s wit-
nessed a flurry of state legislation that expanded
punitive approaches for juveniles, including
making it easier to transfer youth to the adult
correctional system.
Meanwhile, reformers were preparing for
the next cycle to emerge, and that cycle is,
xvii
indeed, upon us. There are many recent signs of
progress toward a more rehabilitative posture in
juvenile justice. The Supreme Court’s decisions
in Roper v. Simmons (2005) and Graham v. Florida
(2010) struck down the juvenile death penalty
entirely and juvenile life without parole in non-
homicide cases based, in part, on grounds of
child development and neuroscience. On the
front end of the system, detention reform has
significant national momentum, helping juris-
dictions to be more accountable to youth and
communities and reduce the use of secure de-
tention to cases of greatest community and flight
risk. On the back end of the system, led by
the Missouri Model, states are reducing their
reliance on secure youth institutions and build-
ing networks of community-based youth
programs on principles of positive youth devel-
opment. Around the country there is increasing
use of evaluation—and evidence-based practices
in juvenile justice systems—reflecting a more
thoughtful and hopeful approach to meeting the
goals these systems set for themselves.
35. With greater interdisciplinary engage-
ment, new ways to understand and support
youth in the system have emerged. Positive
youth development, ecological developmental
theory, family systems theory, and new re-
search on adolescent brain development, for
example, are infiltrating programming and
policy discussions in juvenile justice as well
as the law. This is a moment of hope and
possibilities; and perhaps these new possibilit-
ies will even direct us toward transformational
changes in juvenile justice.
THE ARCHITECTURE
OF THE VOLUME
The organization of this volume, reflecting the
forward-facing trends previously noted, is eco-
logical in structure, considering youth in the
juvenile justice system within the context of
their families, communities, and the multiple
public systems that influence them, and are
influenced by them as well. Although most
of its chapters are scholarly in tone and content,
other authors approach their topics with an
activist orientation—a mix of perspectives we
sought out from the volume’s inception. Chap-
ter authors represent a broad range of disciplines
and perspectives, also necessary, in our view, to
engage meaningful juvenile justice policy.
Followingthisecological road map, Juvenile
Justice: Advancing Research, Policy, and Practice is
divided into four sections: The first, ‘‘Framing
36. the Issues,’’ offers an introduction to the core
elements of the juvenile justice system—the
youth, the proposed developmental lens (posi-
tive youth development) through which to
consider their behaviors and the system’s re-
sponses to them, and the law that undergirds
and directs the system operations. Next, in
‘‘Understanding Individual Youth,’’ we provide
more in-depth portraits of subgroups of these
youth, according to characteristics that appear
to influence their experiences in the systems—
race and ethnicity, gender, sexual orientation,
and family circumstances. Next, in ‘‘Under-
standing Youth in Context,’’ we open the lens
and examine aspects of family, community, and
formal and informal systems particularly rele-
vant to youth’s system involvement. Finally, in
‘‘Working for Change,’’ we highlight some of
the most promising innovations in juvenile
justice; combined they offer a vision for the
future of juvenile justice system policy.
BASIC PREMISES
Although the chapters in this volume present a
range of opinions and approaches to collecting
and validating evidence, certain underlying
premises are represented in the book—obvious
xviii I N T R O D U C T I O N
tous,butworthmentioning—thatcontributeto
the volume’s overall point of view.
37. & Youth have a set of legal rights that are
central to the structure and operation
of effective and successful public sys-
tems and of society as a whole. The
juvenile justice system is first a legal
system, with youth involvement trig-
gered by an alleged law violation.
Youth do not lose their rights
when they enter this system; rather,
in significant ways, their rights are
appropriately enhanced in counter-
point to the risk the system poses to
them. The rights of system-involved
youth, and of children generally, have
a long history in the United States
and can be understood to advance
youth’s needs and autonomy. Youth
law can also be understood ecologi-
cally, with children’s rights in relation-
ship with those of their parents and
the state. When the legal system
works properly, it both respects and
protects youth.
& The course of development is mallea-
ble, at least into earlyadulthood. While
early experiences are core to a child’s
development, a substantial, accumulat-
ing body of theory and research—
reflected in recent Supreme Court
and other court decisions—concludes
that this developmental trajectory is
not set by adolescence. Youth in the
juvenile justice system, therefore, are
still maturing, making them amenable
to rehabilitation and, using value
38. language, redeemable.
& This course of development is also
multidetermined, involving millions
of transactions and ‘‘inputs.’’ Urie
Bronfenbrenner, the developmental
psychologist who coined the term
ecological development for use in his
field, imagined the child as the core
piece in a collection of nested, Rus-
sian dolls—at the center of a set
of concentric circles of influence,
including families; communities; in-
formal and formal, governmental and
nongovernmental institutions and or-
ganizations; and societal values and
beliefs. Youth are both shaped by
and shape their environments, and
interventions to affect individual de-
velopment need to factor these con-
texts, centrally, into the equation.
& The juvenile justice system is in the
position both to improve and to de-
grade the functioning and future pros-
pects of youth in its custody. Even
assuming a benign or helping orienta-
tion, the juvenile justice system as pres-
entlystructured(aback-end,after-the-
fact,residualsystem)isnotwell-situated
to achieve its rehabilitation goals; there
is a poor match between what youth
need and what the system can provide.
Given the awesome legal power it
holds,systemreformersareincreasingly
39. proposingadoptionofthe‘‘First,dono
harm’’ dictum—involvement only or
primarily with those youth whose
actions clearly demonstrate imminent
risk to public safety.
& Juvenile justice system reformers un-
derstand that much of the essential
work for youth occurs at local levels.
It follows, then, that efforts should be
directed at families and communities
as the primary vehicles for positive
change for youth. The juvenile justice
process should be used to intention-
ally engage these levels of youth ecol-
ogy with, for example, positive youth
Introduction xix
development models of juvenile
defense, expanded diversion, proba-
tion as brokers of community services,
reduced use of secure detention
and treatment, and expansion of
community- and family-focused treat-
ment at the back end of the system.
& The most promising juvenile justice
policy includes respectful, authentic
engagement of the full range of its
participants. Although theory and re-
search, and the wisdom of practition-
ers, are important cornerstones of
juvenile justice policy, so are the be-
40. liefs, opinions, strategic recommenda-
tions, and visions for the future of
system-involved youth, their parents
and family members, their neighbors,
and other members of the community.
This input is critical to developing
services that youth and families actu-
ally use, and to redressing the long-
standing sense of disregard that these
individuals have experienced.
& Interdisciplinarity in research, prac-
tice, and policy is critical to the devel-
opment of a well-functioning system.
Juvenile justice (like most of youth
policy) is a naturally interdisciplinary
field and should be intentionally ap-
proached as such. Practitioners, schol-
ars, andadvocatesinlaw,developmental
psychology, and sociology must make
their work comprehensible across disci-
plines. Demystifying these disciplines
for use by one another contributes to
essential cross-system collaboration.
& Policy is also normative, informed by
values. Research can get us only so
far; at a certain point the decision is
about the kind of society in which we
want to live—inclusive or exclusive;
more or less equitable, with more or
less of a generous civic impulse. Effec-
tive juvenile justice systems are self-
reflective in this way, asking them-
selves what they stand for, how they
41. want to be viewed, and the result is as
much values-based as evidence-based.
We argue that this is as it should be.
& Confronting issues of race and pov-
erty is critical to any real progress—
the beachhead to claim during this
cycle. The juvenile justice system
cannot be fixed until it deals with
the issues of race and poverty that
undergird it and give it its present
shape. The disproportionate minority
contact (DMC) mandate, and federal
and state policy behind it, acknowl-
edge the racial impact of much of
juvenile justice policy, a fact that we
are only beginning to address.
SECTION I: FRAMING THE ISSUES
We begin this volume, and this section, with
an introduction to five system-involved youth
whose developmental trajectories Beyer ana-
lyzes in Chapter 1 using a strengths/needs-
based developmental framework. Based on
years of clinical practice, she argues that ado-
lescent delinquent behavior results, in part,
from immature thinking and the effects of trauma
and learning disabilities, all common in this
population. These factors, in addition to the
youth’s strengths, seen within the context of
their families, peers, schools, neighborhoods,
and cultural communities, must be considered
at all points of the juvenile justice decision-
making process.
42. In Chapter 2, Holsinger, as a criminolo-
gist, bases her portrait of youth in the juvenile
justice system on nationally available data that
detail their demographic characteristics, and
xx I N T R O D U C T I O N
the characteristics of the offenses that trigger
and sustain their system involvement. The
chapter includes an overview of the history,
development, and current operations of the
juvenile justice system, providing a shapshot of
the youth involved at each of its phases.
In Chapter 3, Braverman and Morris, both
physicians, introduce these youth as health-care
providers might encounter them: often high-
risk, underserved young people with a host of
unaddressed health, dental, and mental health
needs. After presenting the youth’s profile from
this vantage point, the authors conclude that
the factors that predispose these youth to poor
health outcomes are not a unique combination
of risks, but rather are shared by other disad-
vantaged young people in the United States.
The final two chapters in this section
provide theoretical and empirical scaffolding
for the remainder of the book. In Chapter 4,
Sherman and Blitzman, lawyer and judge,
respectively, provide an overview of U.S.
children’s law, framed both in terms of auton-
omy-based and needs-based rights, and by the
legal dynamic among child, parent, and state.
43. They highlight the law of juvenile justice and
child welfare systems, and also examine law
relevant to education and health care, two
central institutions for children. The chapter
proceeds ecologically, acknowledging that
children’s lives, including their legal lives,
are related to their families, communities,
and the social institutions surrounding them.
Finally, in Chapter 5, applied develop-
mental scientist Lerner and his colleagues
argue that the contemporary juvenile justice
system is predicated on a deficit view of the
youth in its custody, and as such demonstrates a
counterfactual and counterproductive under-
standing of the nature of adolescent develop-
ment. The authors provide an alternative
lens—the positive youth development (PYD)
perspective—that capitalizes on contemporary
theory and research on adolescent develop-
ment and has profound implications for the
transformation of juvenile justice policy and
programs.
SECTION II: UNDERSTANDING
INDIVIDUAL YOUTH
In Chapter 6, Bell and Mariscal, both lawyers
and advocates, begin with an overview of the
history, causes, and current status of racial and
ethnic disparities in the juvenile justice system,
placing contemporary federal policies pur-
porting ‘‘race neutrality,’’ but actually disad-
vantaging Black and Latino youth, in the
context of a deep historical legacy of systemic
44. racism. They then examine promising policies
and practices for reducing these disparities,
arguing that despite its history, the juvenile
justice system should strive to, and might
achieve, fairness and equity for all young
people.
In Chapter 7, Sherman and Greenstone —
from a legal and developmental perspective,
respectively—describe the experiences of
‘‘Grace,’’ a teenage girl involved with multiple
public systems, including juvenile justice.
Through detailed analysis of primary interview
data with Grace and others responsible for her
care and supervision, and of court case mate-
rial, they shed light on how Grace’s actions
were interpreted and the responses they
evoked. Their case study includes recommen-
dations for implementing gender-responsive
principles across these systems.
In Chapter 8, Garnette, Irvine, Reyes, and
Wilber (as lawyers, researcher, and system
administrator) follow with a discussion of
the experiences and needs of lesbian, gay,
bisexual, and transgender (LGBT) youth in
the juvenile justice system. The authors offer
a framework for understanding healthy
Introduction xxi
adolescent development within this popula-
tion, and particular ways it can go awry, and
present data on the often harmful effects of
45. arrest and detention for LGBT youth. The
chapter concludes with policy and program
recommendations for addressing their needs.
Finally,inChapter9,Pinderhughesandcol-
leagues,fromacultural/developmentalperspec-
tive, present the challenges to development—
particularly identity development—and thus
to parenting, encountered by the diverse
population of incarcerated teen parents who
are involved with the juvenile justice system.
The authors recommend that the system adopt
a more strengths-based orientation to these
young parents, including facilitating contact
with their own children during their confine-
ment; this approach would increase the like-
lihood for continued engagement with their
children after their confinement ends.
SECTION III: UNDERSTANDING
THE CONTEXTS OF YOUTH
The first two chapters in this section focus on
families. In Chapter 10, Jacobs, Miranda-Julian,
and Kaplan—representing a combination of
policy, developmental, and clinical expertise—
detail the current state of family involveme nt in
juvenile justice, proposing explanations for why
there is evidence of so little. They argue that
more and broader participation is a critical
feature of any juvenile justice system that seeks
or claims to be ‘‘reformed,’’ and review some
promising approaches to engaging families in
the positive development and rehabilitation of
their children.
46. Chapter 11 focuses on the significant
percentage of system-involved youth who
have experienced and/or perpetrated, vio-
lence in their families. Baker, Cunning ham,
and Harris—clinical and developmental
psychologists—usefully identify ‘‘signposts’’
of the effects of family violence, for example,
compromised school success or mental health,
substance abuse, and early home leaving. They
argue for greater attention to the role that
family violence plays in the lives of delinquent
youth, in the service of designing more effec-
tive prevention and intervention programs.
Chapters 12 and 13 focus on communities
as a context for the development of system-
involved youth. In Chapter 12, Hawkins,
Vashchenko, and Davis combine their exper-
tise in urban policy, social work, and develop-
mental psychology to offer a framework,
rooted in resilience and social capital theory,
with which to generate support for youth
reentering their communities after incarcera-
tion. The authors suggest that juvenile justice
reentry programs and policies, and those de-
signed to prevent criminal activity in the first
place, would do well to assess a youth’s access
to positive as opposed to negative social capi-
tal, and then optimize opportunities to build
on the former.
In Chapter 13, Bruyere and Garbarino—
from a developmental perspective—discuss the
effect of risk accumulation, community vio-
lence, and other trauma on youth, some of
47. whom go on to become involved with the
juvenile justice system. The chapter then
argues for ratification of the United Nations
Convention on the Rights of the Child,
seeing it as providing critically needed guid-
ance for community development to support
this population and reduce the need for
future juvenile incarceration.
Moving to the systems that interact with
delinquent youth, and with other public
youth-serving systems, the next two chapters
examine the role of education before, during,
and after incarceration. In Chapter 14,
Boundy and Karger (lawyers who focus on
educational policy) provide a detailed
xxii I N T R O D U C T I O N
discussion of the two most relevant federal
laws—Title I of the Elementary and Second-
ary Education Act/No Child Left Behind Act
and the Individuals with Disabilities Education
Act—which together require states to provide
a quality public education to school-age
youth, with and without disabilities, including
those in delinquent facilities. Despite these
guarantees, they find the education of these
youth is seriously compromised throughout.
The chapter concludes with research-based
practices, targeted at implementing effective
teaching, learning, and planning for transi-
tion, meant to thwart this school-to-prison
pipeline.
48. In Chapter 15, Vaught, a scholar of urban
education, brings an ethnographic lens to the
issue of race, education, and juvenile justice,
using a Critical Race framework to examine
how institutional schooling practice and policy
function—in one school within a juvenile
prison—to hinder, complicate, and even likely
scuttle altogether, community reentry for in-
carcerated young men. The dynamics explored
here serve as a local window onto national
education policy, raising issues of fairness about,
for example, zero-tolerance policy, and policies
that assure the quality of the schooling offered
to system-involved youth.
Sherman and Goldblatt Grace, from the
perspectives of law, public health, and social
work, examine the system’s response to the
commercial sexual exploitation of children
(CSEC) in Chapter 16, focusing here on girls.
They describe the issue and then examine the
range of international, federal, state, and local
laws and policies, aimed at aiding and enhanc-
ing prosecution of perpetrators of CSEC (i.e.,
pimps, johns), and at providing protection and
services to its victims. They show that, as state
and local authorities implement practice and
policy for this population, those two goals—
law enforcement and victim protection—may
conflict, creating practices that serve neither
goal fully and yielding results contrary to
sound public policy and research. The chapter
concludes with a recommended comprehen-
sive response to CSEC.
49. In Chapter 17, Ross and Miller bring
youth policy and criminal justice together,
and shift to providing a view of the landscape
of government systems involved with youth
issues. They argue that the structure of
American government, combined with bu-
reaucratic service delivery systems, lead to
fragmented and, at times, inconsistent policies
concerning youth, including youth caught up
in the juvenile justice system. A number of
solutions to these problems are offered, and the
chapter concludes on a hopeful note: that
efforts to address service fragmentation are
improving the circumstances for some of these
system-involved youth.
This section concludes with Chapter 18,
Oliveri and colleagues’ (developmental psy-
chologists) qualitative study of the complex
relationships among system-involved youth
and the multiple systems meant to help
them maintain good health. Beginning with
a detailed review of the literature on health-
care access and utilization among this popula-
tion, the chapter then analyzes primary data
collected from youth regarding their health
behaviors and preferences, and their use of
health care. Its findings are useful to those
working across public sectors interested in
improving the health status of these youth.
SECTION IV: WORKING
FOR CHANGE
WithChapter19,Dymandcolleagues(psychol-
50. ogists and community activists) launch this sec-
tion devoted to promising efforts to reform the
juvenile justice system, with a case study of a
Introduction xxiii
youth-ledcommunitydevelopmentprogram—
the Hyde Square Task Force (HSTF) in Boston,
Massachusetts. Youth at HSTF, with the support
and encouragement of staff, initiate, design,
and implement advocacy projects to improve
their own circumstances and transform their
community. HSTF is nationally recognized as
a model for community-based youth develop-
ment, acting as an antidote to the forces that
pull youth toward involvement in the juvenile
justice system.
We move from program-specific innova-
tion to focus on systemwide reform in
Chapter 20. Schiraldi, Schindler, and Goliday
(experienced system administrators) thought-
fully advocate for systemwide reform to elim-
inate the training school and its mind-set, in
favor of a graduated, primarily community-
based approach to juvenile justice premised on
the tenets of positive youth development.
After reviewing the troubled history of the
reform school, and the promising alternatives
now available, they argue that this route is the
most likely to be able both to support youth
and protect and enhance communities.
In Chapter 21, Farrell and Myers (devel-
51. opmentalists interested in service systems’
operations) identify collaboration as the ‘‘new
imperative’’ across youth-serving systems. They
present the advantages of, and potential barriers
to, collaboration, and offer suggestions for
increasing service providers’ organizational
capacities to engage in this way. After recom-
mending the development of principles and
guidelines for evaluating systems change efforts,
Farrell and Myers conclude that systems pro-
viding services to at-risk and incarcerated youth
must find ways to communicate, cooperate, and
share accountability for outcomes.
Chapters 22, 23, and 24 focus on the
significant contributions that relevant, reliable,
and accessible information can make to sys-
tems reform. In Chapter 22, Schneider and
Simpson, experienced data system consultants
to child-serving public agencies, highlight
how the quality, availability, and use of data
can either promote or impede agencies’ abili-
ties to plan, operate, and evaluate wisely. The
authors review the role that data systems have
played historically in these agencies, and the
current status, overall, of their information
systems; they then provide a detailed analysis
of the technical, logistical, and resource-
related challenges to be addressed before
agencies can shift to data-driven decision
making, using three JDAI (Juvenile Deten-
tion Alternatives Initiative) jurisdictions as
successful case examples.
In Chapter 23, Greenwood and Turner,
52. experienced consultants on evidence-based
practices for juvenile justice systems, review
the current state of evidence-based practice,
enumerating its demonstrable benefits, and
noting the challenges it may pose for agencies
adopting it. The chapter then provides the
framework by which the Blueprints for Vio-
lence Prevention project validates program
models as promising or efficacious, and in-
cludes an overview of successful programs.
The authors conclude with examples of the
implementation of such programs in selected
jurisdictions.
Finally, in Chapter 24, Butts and Roman
draw on their extensive experience as pro-
gram and systems evaluators to provide a
clear-eyed review of the research approaches
that inform evidence-based policy. Although
they support the increasing intention, and
practice, of using evidence to inform policy,
they caution against overreliance on it, detail-
ing the limitations of currently available
methods and products of research and eval-
uation for the tasks juvenile justice systems
have at hand. The authors conclude with
recommendations for enhancing the applica-
bility of research in this context.
xxiv I N T R O D U C T I O N
The volume concludes with an afterword
from U.S. Representative Robert ‘‘Bobby’’
Scott of Virginia. Congressman Scott, a na-
53. tional spokesperson for youth and families in
the juvenile justice system, notes prospective
federal legislation that focuses increasing at-
tention on less advantaged children, and
exhorts the federal government to continue
to demonstrate its leadership by enacting a
number of pending federal bills and initiatives,
such as the reauthorization of the Juvenile
Justice and Delinquency Prevention Act and
the Youth PROMISE (Prison Reduction
through Opportunities, Mentoring, Interven-
tion, Support, and Education) Act.
In reflecting both the exciting advances
and the considerable challenges currently
evident in the juvenile justice system, Juvenile
Justice: Advancing Research, Policy, and Practice
aims to make a modest contribution to the
movement toward a rehabilitative, youth and
community-centered vision of juvenile
justice.
REFERENCES
Dilulio, J. (1995, November 27). The coming of the
super-predators. Weekly Standard.
Puzzanchera, C. (2009). Juvenile arrests 2009.
Washington, DC: U.S. Department of Justice:
Office of Justice Programs: Office of Juvenile
Justice and Delinquency Prevention.
Schlesinger, A., Jr., (1986). Cycles of American history.
Boston, MA: Houghton-Mifflin.
54. Zimring, F. (1998). American youth violence. New York,
NY: Oxford University Press.
Introduction xxv
Contributors
Linda L. Baker, PhD
Centre for Children and Families
in the Justice System
London, Ontario, Canada
Jessica Dym Bartlett, MSW, LICSW
Tufts University
Medford, MA
James Bell, JD
W. Haywood Burns Institute
San Francisco, CA
Marty Beyer, PhD
Independent Juvenile Justice and Child
Welfare Consultant
Cottage Grove, OR
Honorable Jay Blitzman, JD
Massachusetts Juvenile Court
Lowell, MA
Kathleen B. Boundy, JD
55. Center for Law and Education
Boston, MA
Paula Braverman, MD
Cincinnati Children’s Hospital Medical
Center
Cincinnati, OH
Edmund Bruyere, MS
Loyola University
Chicago, IL
Jeffrey A. Butts, PhD
City University of New York
New York, NY
Karen T. Craddock, PhD
Education Development
Center, Inc.
Newton, MA
Alison J. Cunningham, MA
Centre for Children and Families
in the Justice System
London, Ontario, Canada
Courtney Davis, MPP
New York University
New York, NY
Barry Dym, PhD
Boston University School of Management
Boston, MA
56. Marian Wright Edelman, LLB
Children’s Defense Fund
Washington, DC
Anne F. Farrell, PhD
University of Connecticut
Stamford, CT
LaTasha L. Fermin, MA
Tufts University
Medford, MA
xxvii
James Garbarino, PhD
Loyola University
Chicago, IL
Laura Garnette, MPA
County of Santa Clara Probation Department
San Jose, CA
Jesus Gerena
Family Independence Initiative/Hyde Square
Task Force, Inc.
Boston, MA
Lisa Goldblatt Grace, LICSW, MPH
My Life My Choice/Justice Resource
Institute
Boston, MA
57. Sean J. Goliday, PhD
CSR, Inc.
Arlington, VA
Jessica H. Greenstone, MS
Tufts University
Medford, MA
Peter W. Greenwood, PhD
Association for the Advancement of
Evidence-Based Practice
Agoura, CA
Kimberly E. Harris, PhD
Centre for Children & Families in the
Justice System
London, Ontario, Canada
Robert L. Hawkins, PhD
New York University
New York, NY
Kristi Holsinger, PhD
University of Missouri
Kansas City, MO
Angela Irvine, PhD
National Council on Crime and Delinquency
Oakland, CA
Francine H. Jacobs, EdD
Tufts University
Medford, MA
58. Leah Jacobs, MA, MSW
University of California
Berkeley, CA
Rachael Kaplan, MSW, LICSW
Clinical Social Worker
Brookline, MA
Joanne Karger, JD, EdD
Center for Law and Education
Boston, MA
Richard M. Lerner, PhD
Tufts University
Medford, MA
Raquel Mariscal, JD
Senior Consultant/Annie E. Casey Foundation
Watsonville, CA
Joel Miller, PhD
Rutgers University
Newark, NJ
Claudia Miranda-Julian, MS, LICSW
Tufts University
Medford, MA
Robert Morris, MD
University of California
Los Angeles, CA
Megan Kiely Mueller, MA
Tufts University
Medford, MA
59. xxviii C O N T R I B U T O R S
Diane M. Myers, PhD
Assumption College
Worcester, MA
Christopher M. Napolitano, MA
Tufts University
Medford, MA
Rachel Oliveri, MA
Tufts University
Medford, MA
Ellen E. Pinderhughes, PhD
Tufts University
Medford, MA
Anita Pritchard, PhD
Florida Atlantic University
Boca Raton, FL
Carolyn Reyes, MSW, JD
Legal Services for Children
San Francisco, CA
John K. Roman, PhD
The Urban Institute
Washington, DC
Timothy Ross, PhD
Action Research Partners
Brooklyn, NY
60. Marc Schindler, JD
Venture Philanthropy Partners
Washington, DC
Commissioner Vincent Schiraldi, MSW
Department of Probation
New York, NY
Kristina L. Schmid, MA
Tufts University
Medford, MA
Stan Schneider, MA
Metis Associates
New York, NY
Congressman Robert (Bobby) Scott, JD
U.S. House of Representatives
Washington, DC
Francine T. Sherman, JD
Boston College Law School
Newton, MA
Lola Simpson, MS
Metis Associates
New York, NY
Ken Tangvik, EdD
Hyde Square Task Force, Inc.
Boston, MA
Ila Deshmukh Towery, PhD
The New Teacher Project
Boston, MA
62. 1
CHAPTER
A Developmental View of Youth
in the Juvenile Justice System
MARTY BEYER
Marco is a serious 14-year-old whose parents,born in Mexico,
have been stably employed
for many years. Although his family is close, Marco
has faced numerous family problems, including the
death of his grandmother who took care of him, and
his parents’ preoccupation with the problems of his
older siblings, leading to his feeling sad and unloved.
Because his parents worked so hard, it felt ungrateful
for him to disparage them.
Marco’s parents had high aspirations for their
children. When his older siblings dropped out of
school and had children as teenagers, the pressure
was on Marco to be the one to graduate high school.
Marco did well in school and particularly loved
science. But he found his teachers were overly critical
of him—in his view, because they knew his siblings,
who had been problem students in the same school,
and because some had racist attitudes. When his
grades started dropping in eighth grade, the school
did not initiate any special supports. He started
spending time with dropouts, was suspended, and
then arrested for a fight in school; he was diverted
from the juvenile justice system but received no
services. His parents’ disapproval and his own
feeling that he was a school failure were difficult
for Marco to bear.
63. For several years, Marco had been increasingly
terrorized by gang violence in his neighborhood. He
witnessed the murder of a friend and worried every
time he walked down the street. Marco had been
seriously threatened three times in the 2 weeks before
this arrest. “I tried never to walk alone. If I did, I’d
run to a safe spot where there were people. You
didn’t have to look like a gangbanger. If you ignored
them, they would jump you. If you ran, they would
chase you. This is not the movies. In life, violence is
real. A lot of people have died in my neighborhood.
Death is always there.”
Marco did not talk to his family members or
friends about his sadness or fears. He did not realize
how intense the pressure was and how having to
contend with it alone undermined good decision
making. Marco is emotionally needy, like a younger
teenager, but he does not admit his desire for comfort
and protection. He started spending most of his time
with his brother and his friends, all several years
older and in a gang. As he got more scared, Marco
reluctantly went along with pressure from them to
join their gang. Marco did not realize the risks of
gang protection: “I now know that when I joined a
gang it was not a smart choice, but I thought I had to
have protection.” Working long hours with many
family responsibilities, his parents assumed Marco
was safe with his brother, and did not know that he
had joined a gang, used marijuana, and was
becoming alienated from school.
The day before ninth grade began, a gang leader
gave Marco, his brother, and a friend a ride home.
Unbeknownst to Marco, they were on their way to a
65. offense—for example, what precipitated it and
what its meaning is for that individual—since
each youth’s developmental progression is
unique, often indexed in only limited ways
to chronological age. The delinquent act itself
also tells us little about the youth, since the
contexts in which many offenses are committed
are so complex. The intricate weave of factors,
individual and contextual, that contributed to
Marco’s involvement in a drive-by shooting
illustrates how much more than age and offense
must be considered in designing an effective
rehabilitative service combination for him.
However, employing a developmental
framework allows for more hopeful and effec-
tive responses from the system and the com-
munity agencies that should be poised to help.
In this chapter, I propose a developmental
framework for making decisions regarding
court proceedings, detention, and services,
based on my training as a psychologist and
my years of experience working with youth in
juvenile programs and evaluating them for
court. Its foundation, and the organizing
premise of the chapter, is that the delinquent
behavior of adolescents must be understood as
resulting from their immature thinking and the
effects of trauma and learning disabilities, which
are ubiquitous among these youth. These core
components are first introduced briefly below,
and then I elaborate on each. I also argue for
including youth’s strengths, and assessing their
capacity for resilience within the context of
their families, peers, schools, neighborhoods,
66. and cultural communities at all points of the
decision-making process. The chapter con-
cludes with a demonstration of the richness
of a developmental framework in vignettes of
four system-involved youth, ages 13–16, with
a range of offenses; Marco’s story is also in-
cluded in the analyses.
CORE CONCEPTS
To the extent that juvenile justice decisions are
based on developmental concepts, these ap-
pear to be the outmoded, rigidly linear stage-
based, and noncontextual theories of many
years ago (Lerner & Steinberg, 2004). This
view of development does not consider
strengths, the effects of traumatic experiences,
and environmental influences on youth. As
a result, both in understanding the young
person’s behavior and in designing services
to change it, system decisions have not been
developmentally sound, in the complex ways
that we now understand development.
For example, even though there is con-
siderable research on the effects of trauma on
children (Osofsky, 2004), it has not penetrated
the system, perhaps because addressing the
effects of trauma on delinquent behavior is
not compatible with the simplistic view that
offending is a bad choice. Probation and
4 F R A M I N G T H E I S S U E S
67. juvenile facilities assume that youth control
their behavior to avoid consequences and get
rewards. What this fails to take into account is
that some behavior is reactive to past victim-
ization, and that traumatized youth may be
unable to use rational decision making when
the memories and anxiety from traumatic
events are triggered.
The challenges of learning disabilities have
been well researched across academic and
applied fields. Unfortunately, the application
of research on learning disabilities, including
processing problems, executive function diffi-
culties, and attention deficits, appears to have
been confined to use in schools, not in the
many other realms of children’s lives. The
school—in either the juvenile facility or the
community—is expected to manage disabil-
ities as they pertain to education, rather than
helping everyone involved with the young
person understand that they affect the youth’s
behavior generally, and use this understanding
outside the educational setting. In juvenile
justice, disabilities are seldom used as a lens
to understand the offense or facilitate behavior
change. Instead, it is assumed that youth com-
prehend what to do and are simply being
oppositional and making bad decisions.
The notion that maturity should be as-
sessed as a distinct developmental process,
apart from chronological age, has a fairly
long theoretical history in developmental psy-
chology, but has only recently gained traction
in juvenile justice policy and practice (Ameri-
68. can Medical Association, 2005). Research has
demonstrated that adolescents are different
from adults (Owen-Kostelnik, Reppucci, &
Meyer, 2006; Steinberg & Haskins, 2008), but
justice systems treat teenagers as adults in many
ways (Bishop, 2000; McGowan et al., 2007).
For example, even intelligent teenagers cannot
appreciate the consequences of waiving their
Miranda rights. Most teenagers say that
although they were told they had a right to
remain silent, they believed they could not
refuse to answer police questions. Typically,
when they are asked what would happen if the
judge heard afterward that they would not talk
to the police, they respond that the judge
would believe they were guilty. These beliefs
demonstrate that they do not comprehend the
meaning of the right to remain silent and their
decision making is influenced by emotions
(Grisso et al., 2003).
Teenagers are also more vulnerable to
psychological manipulation than are adults.
In the police station without a lawyer, young
people may well give statements in response to
questions that reduce their self-confidence and
make them feel hopeless (Ofshe & Leo, 1997;
Warden & Drizin, 2009). While research has
found that adolescents 16 and older have
similar competence-related abilities to adults
regarding understanding facts about court pro-
ceedings (see Scott & Grisso, 1997, for a
review), these findings have been widely mis-
interpreted to mean that youth over 16 should
be considered adults. In fact, even 16- or
69. 17-year-olds with normal intelligence are
often incapable of weighing alternatives, seeing
the risks of taking a plea or going to trial, and
looking into the future in discussions with their
lawyers; youth with learning disabilities are
even further compromised.
Developmentally sound juvenile justice
decisions must be based on more than re-
search on cognitive and psychosocial growth
in adolescence. The developmental frame-
work proposed here is comprehensive—
including immaturity as well as a clinical
perspective on trauma and learning disabil-
ities and using an ecological approach regard-
ing the contexts in which the teenager is
gradually maturing.
Let’s consider the several components of
immaturity first.
A Developmental View of Youth in the Juvenile Justice System
5
THE EFFECTS OF IMMATURITY
ON TEEN BEHAVIOR
Adolescent development is not a smooth,
uniform, linear progression—there are differ-
ences in maturity among youth of the same age
and across domains within individuals. I have
sketched out in this section a number of ways
that immaturity affects behavior in these years.
70. Immature Thinking
In real life situations, particularly when influ-
enced by peers and/or under the influence of
substances, young people often have immature
thought processes, including not anticipating,
minimizing danger, reacting to stress, and seeing
only one option.
& Not anticipating. Adolescents often do
not plan or do not follow their plans
and get caught up in unanticipated
events. They usually view as “acci-
dental” the unintended poor conse-
quences of actions that adults could
have predicted. For example, a young
person could go with a group to an
event and, on the way, a friend could
have a conflict with a young person
outside the group; a fight might break
out, and several youth might be
arrested for an assault they never imag-
ined would have happened. Carrying,
and even using, a weapon does not
mean that a teen intended harm or
thought that he or she would use the
weapon. Often, teens feel driven to
self-protection and never picture an
injured victim.
& Minimizing danger. Risk taking is typ-
ical of adolescents who seldom can
consider the worst possible outcomes
of their actions (Furby & Beyth-
Marom, 1992; Steinberg, 2008).
71. Youth do not perceive or weigh risks
accurately, and indeed, it has been
asserted that “it is statistically aberrant
to refrain from such [risk-taking]
behavior during adolescence” (Spear,
2000, p. 421). In comparison to
adults, teenagers attach different value
to the rewards that risk taking pro-
vides (Fareri, Martin, & Delgado,
2008; Scott & Steinberg, 2008).
Difficulty in managing impulses is a
normal characteristic of teens, partly
because they have more rapid and
extreme mood swings than do adults
(Scott & Steinberg, 2008). Impul-
sively defending a friend who is teased
or pushed can quickly escalate into a
situation a youth will regret but did
not view as risky. Similarly, youth get
in trouble with parents, school, and/
or the juvenile justice system for text-
ing they think is benign, and do not
realize can be interpreted as threat-
ening. Drugs and alcohol, also often
not seen as risky, lower inhibitions
and reduce teens’ abilities to use ma-
ture judgment; being high frequently
contributes to delinquent acts.
& Reacting to stress. Stress affects the
ability to weigh risks and to override
impulses with rational thought, and
adolescents are more susceptible to
stress and emotional fluctuations
than are adults (Hampel & Petermann,
2006; Larson, Moneta, Richards, &
72. Wilson, 2002; Seiffge-Krenke, 1995;
Spear, 2000; Wills, Sandy, & Yaeger,
2001). Decision making can be even
more immature when a teen is scared,
particularly if he or she has been
mistreated in the past. A common
form of immature cognitive processes
6 F R A M I N G T H E I S S U E S
in adolescents is reacting to threat that
adults might consider exaggerated.
For example, a young person with
no prior arrests or problems in school
who jumps a subway gate without
paying could get into a physical con-
frontation that leads to the serious
charge of assaulting a police officer.
Afterwards, his parents may find it
difficult to understand how he could
have felt so threatened.
& Seeing only one option. Adolescents
only gradually develop the advanced
cognitive ability to weigh alternatives
simultaneously (Wigfield, Byrnes, &
Eccles, 2006). In situations where
adults see several choices, adolescents
may believe they have only one. It
is not unusual even for intelligent
adolescents to imagine only a single
scenario. When things do not unfold
as they imagined, because of their
immaturity, they behave as if they
73. are incapable of adapting with an-
other reasonable choice. For exam-
ple, a teenage girl who thinks she is
going shopping with a friend may be
surprised when her friend encour-
ages her to shoplift but may feel
unable to leave, go home, or shop
on her own.
Immature Identity
Identity development is among the central
tasks of adolescence (Erikson, 1959; Kroger,
2003). Becoming good at something, for
example, doing well in school, arts, sports,
or religious or cultural practices, is a corner-
stone in the development of a positive identity,
and helps it to solidify. Many system-involved
youth have not experienced success, particu-
larly in school; often, they feel marginalized.
Having an unformed identity makes them
more vulnerable to involvement with delin-
quent peers.
For most teenagers, belonging to a family
provides the basic architecture for identity
development. Family provides cultural,
religious, and other values that are important
to the teenager’s self-definition: sometimes
the youth’s values remain consistent with his
or her family, and sometimes he or she sepa-
rates from the family’s values. Identifying
with peers is another important aspect of
self-definition; group membership is neces-
sary for a young person to feel valued. The
74. process of developing a stable identity takes
time, during which young people need
approval from family and peers.
An ecological approach to understanding
teenagers in the context of all their relation-
ships—particularly family and peers—recognizes
that development is influenced in complex ways
by these interconnected contexts (Garcia Coll,
Akerman, & Cicchetti, 2000; Lerner, 2002;
Spencer et al., 2006). Conflicting identifications,
between two groups of peers or between family
and peer expectations, may cause unpredictable
behavior in a teenager, especially under stress.
Even protective families find it challeng-
ing to ensure positive friendships for their
teens, and a teen may have positive peers
and still get exposed, often in unplanned
situations, to peer coercion and/or pressure
from the desire for peer acceptance. Some
families think teens cannot be supervised,
and others, whose authoritarian tendencies
increase out of a desire to protect, instead
overlimit the teen’s autonomy, both with po-
tentially disastrous consequences (Dodge et al.,
2006; Putnick et al., 2008). It is difficult for
adults to help youth develop self-confidence to
resist peer pressure when the need to belong is
so strong. Families can be unaware when a
teen, who seems the same at home, becomes
A Developmental View of Youth in the Juvenile Justice System
7
75. more influenced by peers and negative school
and neighborhood environments. Further-
more, in some neighborhoods, resisting the
pressure to commit crimes or to seek protec-
tion from a gang itself puts the young person in
danger (Fagan, 2000).
& Racial and ethnic identity. As their social
networks expand, youth see them-
selves in multiple roles requiring
different self-presentations. Racial
stereotypes and cultural dissonance
make the process of achieving a stable
identity more difficult for youth of
color (Cross & Fhagen-Smith, 2001;
Luthar, 2003). Youth are vulnerable to
racial and ethnic marginalization.
Violence poses a complex series of
threats to resilience for Black males,
including aggression as an adaptive
response to deal with victimization,
which may lead to arrest and reinforces
negative stereotypes (Graham &
Lowry, 2004; Spencer et al., 2006).
& Girl identity. Experts disagree about
how much the increase in arrests of
girls represents a change in behavior
as opposed to a change in society’s
responses to girls (Zahn, 2009). De-
velopmental research has identified
stressors on girls that make them
more vulnerable, especially during
physical maturation and school tran-
sitions. For example, many 11- and
76. 12-year-old girls become less out-
spoken and more preoccupied with
perfection and fear being disliked;
and this may contribute to an endur-
ing sense of unworthiness affecting
their involvement in delinquent
acts (Beyer, Blair, Katz, Simkins, &
Steinberg, 2003; Brown & Gilligan,
1992; Chamberlain & Moore, 2002;
Hennessey Ford, Mahoney, Ko, &
Siegfried, 2004; Wood, Foy, Goguen,
Pynoos, & James, 2002a).
A connection to others is the
central organizing feature of develop-
ment in girls, and their relationship
focus and the struggle to be loyal,
including worries about abandon-
ment and disconnection, dominate
girls’thinking. Girls in juvenile justice
include first-time offenders who were
coerced by their older boyfriends.
Many teenage girls report violence
in their dating relationships. Though
some confide in a friend, almost none
talk to adults in their family or at
school about being victimized in
this way and the difficulty of extricat-
ing themselves. Traumatic experien-
ces predict delinquency and risky
sexual behavior, and most girls who
have experienced significant trauma
need, but do not receive, trauma
treatment—including many who
do not have PTSD diagnoses (Smith,
77. Leve, & Chamberlain, 2006; see also
Sherman & Greenstone, Chapter 7,
this volume).
& Sexual orientation and gender identity.
Harassment for gender-nonconforming
appearance or behavior, a nonheter-
osexual orientation or nontraditional
gender identity can lead to a serious
loss of self-esteem (Galliher, Rostosky,
& Hughes, 2004). Homophobic dis-
crimination at school and in the com-
munity is common and hurtful to
teenagers and can lead to youth miss-
ing school or activities because they
feel unsafe (Majd, Marksamer, &
Reyes, 2009). Youth who experience
8 F R A M I N G T H E I S S U E S
antigay victimization in middle or
high school are more than twice as
likely to be depressed and have sub-
stance abuse problems and three times
as likely to report suicide attempts
than lesbian, gay, or bisexual peers
who have not been harassed (Wilber,
Ryan, & Marksamer, 2006; see also
Garnette, Irvine, Reyes, & Wilber,
Chapter 8, this volume). Youth whose
parents reject their sexual orientation
and gender expression are more likely
to be depressed and suicidal; they may
end up living on the street, which may,
78. in turn, bring them into the juvenile
justice system (Ryan, Huebner, Diaz,
& Sanchez, 2009).
Immature Moral Reasoning
Much has been written about moral devel-
opment during adolescence, stressing youth’s
increasing responsibilities in relationships and
awareness of how others will judge one’s
actions (Eisenberg, Morris, McDaniel, &
Spinrad, 2009). The practical application of
adolescent moral development research to
real-life reasoning under stress is compli-
cated. Committing a delinquent act can be
misconstrued as an indication that the young
person did not know right from wrong
and/or lacked concern for others. But youth
may express strong family and religious values
and are frustrated that they cannot explain
why they used poor moral reasoning during
the offense. Adolescents are generally moral-
istic, insisting on what should be and in-
tolerant of unfairness (Smetana & Turiel,
2003). They may become involved in an
offense naively in order to right wrongs,
often out of loyalty. As a result, they may
not express an adult understanding of the
effect of their offense on victims, despite
the fact that their capacity for empathy
with others may not be impaired.
Next let’s turn to considering the role of
trauma in the lives of these youth.
79. THE EFFECTS OF TRAUMA
ON TEEN BEHAVIOR
The incidence of posttraumatic stress disorder
(PTSD) among youth in the juvenile justice
system is up to 8 times higher than youth in the
community in general (Abram et al., 2004;
Kerig, Ward, Vanderzee, & Moeddel, 2009).
Among nonincarcerated youth seen in juve-
nile court clinics, one in nine met criteria
for PTSD (Brosky & Lally, 2004). In a study
of 50 delinquents, all but two had experienced
trauma, including repeated abuse and/or
parent death and/or abandonment; at least a
third were physically abused and a quarter
were sexually abused; more than half the
girls had been physically or sexually abused
(Beyer, 2006).
In my experience, trauma typically slows
down development in children and can inter-
fere with all aspects of a youth’s functioning.
While other children are growing emotionally,
the child coping with trauma is distracted from
normal developmental tasks and is occupied
with sadness and feeling powerless. Trauma
causes disturbances of emotional regulation,
social relationships, and attachment (Lieber-
man & Van Horn, 2004). Children who have
been abused or were not protected from
violence often blame themselves and have
trouble trusting others (Cohen, Mannarino, &
Deblinger, 2006).
Many youth in juvenile justice have in the
past been involved with child protective ser-
80. vices and some are in foster care when they are
A Developmental View of Youth in the Juvenile Justice System
9
arrested. Children who are exposed to dis-
rupted caregiving (separation from their fami-
lies and multiple foster homes) are at risk for
continued difficulty in emotional regulation
and deficits in social cognitive processing
(Price & Landsverk, 1998).
Depression Associated With Trauma
Depression is common but often not diag-
nosed in traumatized teenagers (Ney, Col-
bert, Newman, & Young, 1986). Their
behavior problems become the focus rather
than their underlying sadness, isolation, and
loss. Depressed children typically express self-
dislike, show distorted thinking, and have a
greater dependence on peers, but being de-
pressed is correlated with teacher and peer
ratings of unpopularity (Cicchetti & Toth,
1998). Often, young people come to juvenile
justice without having received trauma treat-
ment despite persistent depression, aggression,
and school difficulties (Wolfe, Rawana, &
Chiodo, 2006).
Aggression Associated With Trauma
Aggression can be a defense against the help-
lessness common among traumatized children.
81. Traumatized youth may misinterpret and be
offended by relatively benign things that
others say and react with combative self-
preservation. These young people often have
had difficulty since childhood modulating
their reactions and putting their feelings into
words. They react negatively to outside con-
trols and are often labeled oppositional (Ford,
Chapman, Hawke, & Albert, 2007; Wolfe et
al., 2006). Traumatized teens may not be able
to stop these reactions because they see con-
trolling adults as mean and unfair, to which
past abuse has made them acutely sensitive.
When adults threaten them, they reflexively
protect themselves; even if the adults believe
they are controlling a situation, the teen au-
tomatically reacts as if back in the position of
being victimized. When their feelings are
hurt, they are flooded with anger from the
past, which they are unaware is out of propor-
tion to the present provocation, and they lack
the ability to calm themselves. Unless adults
arrange an environment to meet their needs,
this predictable reflexive reaction will be pro-
voked repeatedly. Multiple placements cause
more loss and anxiety, provoking fear reactions
and reinforcing sensitivity to hostility, rejec-
tion, and perceived unfairness.
Externalizing behaviors—behavior prob-
lems in school, substance use, and truancy—are
correlated with extreme parental permissiveness,
and internalizing behaviors—depression, anxi-
ety, and self-destructiveness—are associated
with extreme parental psychological control
82. (Steinberg, Lamborn, Darling, Mounts, &
Dornbusch, 1994). Furthermore,
the problem-solving strategies that
boys bring to adolescent and adult
social situations are directly traceable
to the lessons learned from dads . . .
young boys who are aggressive and are
low in pro-social behaviors . . . have
fathers who are more likely to engage
in angry exchanges with them . . .
the [boys] who are most prone to
break down when the going gets
tough are those who have been raised
with the idea that to admit vulnera-
bility, even to themselves, is weak.
(Kindlon & Thompson, 1999, pp.
102–104)
Reactions to Bullying
Youth who have been chronically picked on
have low self-esteem and academic and peer
10 F R A M I N G T H E I S S U E S
difficulties in school, leading to more teasing
and bullying (Horowitz et al., 2004). Bullying
keeps children from perceiving school as a safe
environment. Other students fear that by asso-
ciating with victims they may become targets.
Sometimes victimized children become bullies
themselves, and they tend to have more emo-
tional problems than those who are victims only
83. (Arseneault et al., 2006; Olweus, 1993).
Pathologizing Trauma-Related Behaviors
It is unfortunate that the effects of trauma on
youth are often overlooked or misunderstood
(see Sedlak & McPherson, 2010; see also
Baker, Cunningham, & Harris, Chapter 11,
this volume). The effects of trauma may sig-
nificantly interfere with the young person’s
life and put him or her at risk of delinquency,
even those whose symptoms do not meet the
PTSD criteria (Widom, 1994; Wood, Foy,
Layne, Pynoos, & James, 2002b) (see also
Braverman & Morris, Chapter 3, this vol-
ume). Adolescents with a history of trauma
have high rates of alcohol and substance
abuse; these youth rely on substances to escape
sad feelings and bad memories (Giaconia,
Reinherz, Paradis, & Stashwick, 2003).
Trauma is considered a significant risk factor,
accounting for numerous items in checklists
of factors connected to delinquency or dan-
gerousness (e.g., the Structured Assessment of
Violence Risk in Youth [SAVRY] and the
Massachusetts Youth Screening Instrument
[MAYSI-2]), but is seldom considered in
designing rehabilitative services. Too often,
symptoms from trauma are misinterprete d as
part of the character of the young person,
rather than a guide to what is behind behavior
that can be changed.
Finally, I briefly discuss the effects of
learning disabilities on the behavior of youth
in the juvenile justice system.
84. THE EFFECTS OF LEARNING
DISABILITIES ON TEEN BEHAVIOR
About 17–53% of youth in juvenile justice
systems have learning disabilities, in comparison
to 2–10% in the overall child population
(Kazdin, 2000; Sedlak & McPherson, 2010).
Learning disabilities affect young people not
only in school, but at home and in the com-
munity, particularly in comprehending, follow-
ing directions, and establishing and maintaining
relationships. Learning disabilities include a
variety of problems in listening, remembering,
prioritizing, and strategizing as well as reading
and mathematics. Delinquents
have higher rates of neuro-
psychological deficits as reflected in
language, verbal intelligence, working
memory, and reading. Of special in-
terest are deficiencies in “executive”
functions that are served primarily by
the frontal lobes of the brain . . .
[including] abstract reasoning, goal
setting, anticipating and planning,
self-monitoring and self-awareness,
inhibiting of impulsive behavior,
and interrupting an ongoing sequence
of behavior in order to initiate a more
adaptive behavior (Kazdin, p. 53).
Attention deficit disorder (ADD) and
attention-deficit/hyperactivity disorder (ADHD)
are the most frequently diagnosed behavior
disorders of childhood. It is estimated that
85. at least 25% of adolescents (17% of males
and 21% of females) in the juvenile justice
system have ADHD, compared to 9% in the
overall child population (12% of males
and 5% of females; Eme, 2009). Distrac-
tibility and impulsiveness are prominent
characteristics of attention deficit disorders,
making these young people less able to stop
A Developmental View of Youth in the Juvenile Justice System
11
behaviors, which may contribute to delin-
quency (especially when they have immature
cognitive processes and are unable to see
alternative choices at the time of an offense).
Difficulties with social skills are also common
among children with attention deficits and,
in myexperience, often lead to indiscriminately
seeking acceptance (even from delinquent
peers). Some youth’s problem-solving skills
are compromised by not accurately per-
ceiving cues from peers and adults, typically
attributing hostility to others and believing
that aggressive acts will result in peer approval
(Dodge, 2003).
By the time the learning disability is
identified, many youth lack the basic skills
necessary to comprehend schoolwork and to
get along with others. Often, the youth who
is embarrassed by poor performance gets
into a negative cycle of attention seeking
that interferes with school participation.
86. Some youths’ problem-solving skills are
compromised by not accurately perceiving
cues from peers and adults, typically attrib-
uting hostility to others and believing that
aggressive acts will result in peer approval
(Dodge, 2003). Truancy from feeling picked
on by teachers and/or students and frustra-
tion with poor academic progress can begin
early in young people with learning disabil-
ities, and not attending school can lead to
delinquency.
STRENGTHS OF YOUNG PEOPLE
AND THEIR ENVIRONMENTS
Youth have strengths that must be built on in
designing supports and services to meet the
needs driving their delinquent behavior
(Eccles & Gootman, 2002; see Lerner et al.,
Chapter 5, this volume). Often, youth can
be engaged in change when their strengths
are recognized. Their aspirations may be
connected to something they are or were
good at, and what may motivate them to
change is to get back on track toward achiev-
ing dreams. Although families are typically
blamed as the cause of delinquency, most
families also have strengths, and youth often
take it personally when their families are criti-
cized (see Jacobs, Miranda-Julian & Kaplan,
Chapter 10, this volume). Peers and neighbor-
hoods also receive blame for youth getting
involved in delinquency, but positive peers
can encourage the youth’s aspirations and
neighborhoods can offer significant support