Unit VII: International Juvenile Justice Systems in Comparison to the United States Introduction In this unit, you will learn and analyze the importance of understanding how other countries from around the world face the challenges of juvenile delinquency, prevention, and trends. (Greyerbaby, 2014) Introduction Each country has particular challenges when attempting to deter and prevent juvenile delinquency. In this unit, we will discuss common international trends facing many countries. You will also become familiar with the differences and similarities of key juvenile justice systems. The Beijing Rules Let’s being this unit by examining the Beijing Rules. By examining these rules, you will have an example and a broader knowledge and/or understanding on how juveniles are treated in comparison to the United States. (Peggy_Marco, 2006) The Beijing Rules It is important to note throughout world history that not every country perceived the humane treatment of prisoners as an important element of their juvenile justice system. The definition of what is considered humane treatment is often left up solely to the government of each country. However, the United Nations Standard Minimum Rules for the Administration of Juvenile Justice, or the Beijing Rules, offer some oversight and world standard to the humane treatment of juveniles. The Beijing Rules (United Nations Office on Drugs and Crime, 2006) The Beijing Rules Member States shall seek, in conformity with their respective general interests, to further the well-being of the juvenile and her or his family (1.1). Member States shall endeavor to develop conditions that will ensure for the juvenile a meaningful life in the community, which, during that period in life when she or he is most susceptible to deviant behavior, will foster a process of personal development and education that is as free from crime and delinquency as possible. (1.2) Sufficient attention shall be given to positive measures that involve the full mobilization of all possible resources, including the family, volunteers and other community groups, as well as schools and other community institutions, for the purpose of promoting the well-being of the juvenile, with a view to reducing the need for intervention under the law, and of effectively, fairly and humanely dealing with the juvenile in conflict with the law. (1.3) The Beijing Rules (United Nations Office on Drugs and Crime, 2006) Juvenile justice services shall be systematically developed and coordinated with a view to improving and sustaining the competence of personnel involved in the services, including their methods, approaches and attitudes (1.6).   These Rules shall be implemented in the context of economic, social and cultural conditions prevailing in each Member State(1.5). Juvenile justice shall be conceived as an integral part of the national development process of each country, within a ...

1. Unit VII: International Juvenile Justice Systems in Comparison
to the United States
Introduction
In this unit, you will learn and analyze the importance of
understanding how other countries from around the world face
the challenges of juvenile delinquency, prevention, and trends.
(Greyerbaby, 2014)
Introduction
Each country has particular challenges when attempting to deter
and prevent juvenile delinquency.
In this unit, we will discuss common international trends facing
many countries.
You will also become familiar with the differences and
similarities of key juvenile justice systems.

2. The Beijing Rules
Let’s being this unit by examining the Beijing Rules.
By examining these rules, you will have an example and a
broader knowledge and/or understanding on how juveniles are
treated in comparison to the United States.
(Peggy_Marco, 2006)
The Beijing Rules
It is important to note throughout world history that not every
country perceived the humane treatment of prisoners as an
important element of their juvenile justice system.
The definition of what is considered humane treatment is often
left up solely to the government of each country.
However, the United Nations Standard Minimum Rules for the
Administration of Juvenile Justice, or the Beijing Rules, offer
some oversight and world standard to the humane treatment of
juveniles.
The Beijing Rules
(United Nations Office on Drugs and Crime, 2006)

3. The Beijing Rules
Member States shall seek, in conformity with their respective
general interests, to further the well-being of the juvenile and
her or his family (1.1).
Member States shall endeavor to develop conditions that will
ensure for the juvenile a meaningful life in the community,
which, during that period in life when she or he is most
susceptible to deviant behavior, will foster a process of personal
development and education that is as free from crime and
delinquency as possible. (1.2)
Sufficient attention shall be given to positive measures that
involve the full mobilization of all possible resources, including
the family, volunteers and other community groups, as well as
schools and other community institutions, for the purpose of
promoting the well-being of the juvenile, with a view to
reducing the need for intervention under the law, and of
effectively, fairly and humanely dealing with the juvenile in
conflict with the law. (1.3)

4. The Beijing Rules
(United Nations Office on Drugs and Crime, 2006)
Juvenile justice services shall be systematically developed and
coordinated with a view to improving and sustaining the
competence of personnel involved in the services, including
their methods, approaches and attitudes (1.6).
These Rules shall be implemented in the context of economic,
social and cultural conditions prevailing in each Member
State(1.5).
Juvenile justice shall be conceived as an integral part of the
national development process of each country, within a
comprehensive framework of social justice for all juveniles,
thus, at the same time, contributing to the protection of the
young and the maintenance of a peaceful order in society. (1.4)
The Beijing Rules
(continued)

5. International Juvenile Delinquency
Now, after reviewing the basic human standards for treatment of
juvenile delinquents, you will break down international juvenile
delinquency by sections of the world.
This will help you create a picture of how different regions of
the world experience juvenile delinquency and the trends
associated with each region.
(maps-for-free, 2013)
International Juvenile Delinquency
Learn more by accessing the following article.
Bochenek, M. G. (2016, January 8). Children behind bars.
World Policy. Retrieved from
https://www.hrw.org/news/2016/01/08/children-behind-bars
(johnhain, 2016)
European Region
First, let’s examine the European region of the world.
Europe has seen an increase in teen violence, and one of the

6. most startling issues facing Europe at the present moment is the
international sex trade of children and adolescents.
Trafficking for sexual exploitation is more common in Europe,
and 27% of all victims detected globally are children (United
Nations Office on Drugs and Crime, 2012).
The international sex trade of youth and adolescents is rising at
an alarming rate.
European Region
Learn more about juvenile justice in Germany. In order to
access the resource below, you must first log into the myCSU
Student Portal and access the Academic OneFile database within
the CSU Online Library.
How a trip to Germany opened a governor’s eyes on juvenile
justice. (2015, November 10). States News Service.
(Alexas_Fotos, 2016)
United Kingdom
The juvenile justice system in England and Wales is somewhat
similar to the system in the United States.
A child is defined as anyone who has not yet reached his or her
18th birthday (Blakeman, 2008).

7. A youth court is responsible for the cases involving children.
These are less y of formal than adult courts and are private, not
allowing public access.
However, a juvenile may be transferred to adult court and tried
as an adult.
United Kingdom
Children may be held in a variety of facilities:
secure children’s home,
secure training centre, or
young offender institution (Ministry of Justice, 2012).
Those under 15 years of age will be placed in a secure
children’s home.
Those over 15 will be placed in either a secure training centre
or a young offender institution.
United Kingdom
In Northern Ireland, the Youth Justice Agency (YJA) was
launched in 2003.
Its goal is to make communities safer by providing resources so
that children stop offending.
The YJA works with youths from the ages of 10 to 17
(Department of Justice, n.d.).
They provide many services and partner with others to offer
services in order to “help children to address their offending
behaviour, divert them from crime, assist their integration into

8. the community, and to meet the needs of victims of crime”
(Department of Justice, n.d., para. 4).
The Americas
As you look into the juvenile justice issues in the Americas, you
will notice a trend as it relates to the rise of teen violence also.
Could the rise of teen violence be a global trend?
What would be the cause of this particular trend?
How do the media (both mainstream and social) influence the
rise of teen violence around the world?
The Americas
It should be no surprise to learn that in Mexico, violent crime is
considered one of the biggest problems, if not the biggest
criminal problem, associated with criminal activity.
Because Mexico has such a high violent crime rate associated
with drug cartels, it should also not surprise you that these
violent trends filter down into the juvenile population.

9. The Americas
Drug cartels often use gangs to distribute drugs and contraband.
Mexican gangs, as in the United States, are mostly comprised of
teenagers and even younger children.
Children and teenagers are impressionable at this age in life,
and social surroundings can often dictate future criminal
behavior.
The Americas
In Brazil, youth crime has increased in the past 10 years.
Specifically, murder has increased 138% (Garcia-Navarro,
2013a).
Some attribute the increase in youth crime to the economic
boom. In the past few years, prices on everything have
skyrocketed. A pizza may cost $30-$40 (Garcia-Navarro,
2013b).
Asia-Pacific Region
Similar to the United States, the Asia-Pacific countries have
displayed growing concern for juvenile offenders, juvenile
victims, and juveniles who witness crime.
Unfortunately, although reform initiatives have begun, the lack
of protection for juvenile rights still exists.

10. Alexas_Fotos. (2016, January). German flag [Image]. Retrieved
from https://pixabay.com/en/flag-germany-flag-europe-german-
1132796/
Blakeman, I. (2008). The youth justice system of England and
Wales. Retrieved from
http://www.unafei.or.jp/english/pdf/RS_No78/No78_13VE_Blak
eman.pdf
Department of Justice. (n.d.). About the Youth Justice Agency.
Retrieved https://www.dojni.gov.uk/articles/about-youth-
justice-agency
Garcia-Navarro, L. (2013a). As youth crime spikes, Brazil
struggles for answers. Retrieved from
http://www.npr.org/2013/04/30/180067497/as-youth-crime-
spikes-brazil-struggles-for-answers
Garcia-Navarro, L. (2013b). In the wake of Brazil’s boom,
prices to match. Retrieved from
http://www.npr.org/2013/04/12/176956307/in-the-wake-of-
brazils-boom-prices-to-match
Greyerbaby. (2014). Boy looking through fence [Photograph].
Retrieved from https://pixabay.com/en/boy-looking-fence-
chain-link-young-529067/
References

11. johnhain. (2016, March). Forsaken-abandoned-lost-alone
[Image]. Retrieved from https://pixabay.com/en/forsaken-
abandoned-lost-alone-1273885/
Maps-for-free. (2013, November 30). Relief map of the world
[Image]. Retrieved from https://pixabay.com/en/map-map-of-
the-world-relief-map-221210/
Ministry of Justice. (2012). Young people (Juvenile Offenders).
Retrieved from https://www.justice.gov.uk/offenders/types-of-
offender/juveniles
Peggy_Marco. (2006). Roof-China-dragon-forbidden city
[Photograph]. Retrieved from https://pixabay.com/en/roof-
china-dragon-forbidden-city-1028392/
United Nations Office on Drugs and Crime. (2006). Juvenile
justice: United Nations standard minimum rules for the
administration of juvenile justice (the Beijing Rules). Retrieved
from
https://www.unodc.org/pdf/compendium/compendium_2006_par
t_01_02.pdf
United Nations Office on Drugs and Crime. (2012). Global
report on trafficking in persons. Retrieved from
https://www.unodc.org/documents/data-and-
analysis/glotip/Trafficking_in_Persons_2012_web.pdf
References

12. Module 6 Application Assignment Worksheet
SPSS Hypothesis Testing
Instructions
For this assignment, you perform a two-sample independent t-
test, an ANOVA, and a correlation analysis related to the data
set that has been utilized in the previous two modules. Import
the data into SPSS or, if you correctly saved the data file from
the Module 4 and 5 Assignments, you may open and use that
saved file to complete this Assignment. Type your answers to
all questions directly into the worksheet, and paste the required
output at the end of this document.
Submit this Application Assignment by Day 7 of Week 11.
Research Scenario
A researcher is interested in the effect of a new medication on
serum cholesterol, HDL cholesterol, and glycosylated
hemoglobin of adults. The researcher randomly selects a
sample of 40 (20 male and 20 female) participants who have
been diagnosed with high cholesterol. Assuring equal

13. distribution of males and females, the participants are randomly
assigned to one of two conditions (or groups): Following
pretest measures of serum cholesterol (chol), high-density
lipoprotein cholesterol (HDL), and glycosylated hemoglobin
(glyhb), the experimental group (Group 1) is given the
medication for a period of 6 months while the control group
(Group 2) is given a placebo. After the 6 months, chol, HDL,
and glyhb are again measured.
The posttest data for each participant are provided in the
Module 4 Application Assignment Data Set Excel file and can
be found in the Module 6 Learning Resources. The codebook for
the data provided is as follows:
AGE Age in years
SEX 1 = male, 2 = female
GROUP 1 = medication, 2 = placebo
CHNG_CHOL change in cholesterol from pretest to posttest
HDL High-density lipoprotein at posttest
GLYHB Glycosylated hemoglobin at posttest
---------------------------------------------------------------------------
------------------------------------------
Step 1: Import the Microsoft Excel data file into SPSS or use
the correct saved SPSS data file as noted in the instructions
above.
Step 2: Conduct an independent samples t-test to determine if
there is a difference between Group 1 (medication) and Group 2
(placebo) in terms of changes in cholesterol values. Note that
the independent variable is GROUP, and the dependent variable
is CHNG_CHOL. For this analysis, choose a two-tailed test of
significance. (Be sure to save your output.)
Step 3: Conduct a between-subjects ANOVA to determine if
there is a difference between sex (males vs. females) and HDL.

14. Note that the independent variable is SEX, and the dependent
variable is HDL. For this analysis, choose a two-tailed test of
significance. (Be sure to save your output.)
Step 4: Conduct a Pearson correlation to determine if there is a
relationship between HDL and GLYHB. For this analysis,
choose a two-tailed test of significance. (Be sure to save your
output.)
Step 5: Review your SPSS output and answer each of the
following questions:
From the independent samples t-test output:
A. What is the mean CHNG_CHOL for Group 1?
_____________
B. What is the CHNG_CHOL standard deviation for Group 1?
_____________
C. What is the mean CHNG_CHOL for Group 2?
_____________
D. What is the CHNG_CHOL standard deviation for Group 2?
_____________
E. What is the calculated t-score (equal variances assumed)?
_____________
F. What is the probability that the obtained t-score was simply
due to chance as opposed to actual gender differences [see “Sig
(two-tailed)” on output]? _____________
G. If the probability associated with the obtained t-score is
<0.05, we assume the results (difference in mean CHNG_CHOL
between groups) are much more likely due to the effects of the
medication than to chance. In other words, we would say the
results are statistically significant. Are the results statistically
significant (yes or no)? ________

15. From the ANOVA output:
H. What is the mean HDL for group males? _____________
I. What is the HDL standard deviation for males?
_____________
J. What is the mean HDL for group females? _____________
K. What is the HDL standard deviation for females?
_____________
L. What is the calculated F-value? _____________
M. What is the probability (noted as “Sig” on output) that the
obtained F-value was simply due to chance as opposed to actual
gender differences? _____________
From the correlation output:
N. What is the Pearson correlation score for HDL and GLYHB?
__________
O. What is the direction of the correlation value and what does
this mean?
_____________________________________________________
_
_____________________________________________________
_
P. What is the probability for the obtained Pearson correlation
score [see “Sig (two-tailed)” on output]? _____________
Q. If the probability associated with the Pearson correlation is
<0.05, we assume a significant relationship. Is there a
significant relationship between HDL and GLYHB?
__________
Step 6: Paste all required SPSS output below.

16. © 2014 Laureate Education, Inc.
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