Professor Arun Dhanota wrote this case under the supervi.docx

Professor Arun Dhanota wrote this case under the supervision of
Professor Chandra Hodgson. It was prepared solely to provide
material
for class discussion. The author does not intend to illustrate
either effective or ineffective handling of a managerial
situation. The author
may have disguised certain names and other identifying
information to protect confidentiality.
Copyright © 2013, Humber College Institute of Technology and
Advanced Learning Ver. 04-11-13
Regent Park & YCAPP
In the afternoon of August 17, 2005 at approximately 12:00pm,
Irene Marynowicz, Supervisor of
the Youth Court Action Planning Program (YCAPP), sat in her
office looking over her file for Martin
A., contemplating whether he was an appropriate client for
YCAPP. Irene had to decide whether or
not YCAPP could work with Martin and if so, what would be
his plan of service. She had until Court
reconvened at 2:00pm to make her decision.
Philosophies of Agencies Involved

Youth Criminal Justice Act & the Canadian Criminal Justice
System
One of the basic philosophies of the Youth Criminal Justice Act
(YCJA) was to respond to the
challenges and needs young people faced by providing
guidance, support and addressing the
underlying causes that contributed to youth crime. This was
done by bringing together various
stakeholders, including criminal justice system (CJS) personnel,
community agencies, youth and
their families. One of the main components of the YCJA was to
ensure incarceration was reserved
for people who had committed more serious crimes, and not just
any or all crimes. The promotion
of rehabilitation and reintegration was stressed through
engaging programs and services in the
community that not only became meaningful and relevant for
youth, but also ensured community
safety. The YCJA also recognized that one of the basic
principles of Canadian criminal law was that
any person alleged to have committed a criminal offence was
considered innocent until proven
guilty. Therefore, an accused person was held for pre-trial
detention (in custody) when there were
reasonable grounds to believe the youth would not appear for
his/her court dates or the youth
would commit another criminal offence while in the
community.1
311 Jarvis Criminal Court
At 311 Jarvis Youth Court, all levels of personnel operated
under the philosophy that it takes a
village to raise a child. Although it was an adversarial court

system, whereby an alleged offender
was prosecuted for committing a criminal offence, there was a
determined approach to help the
young accused by providing him/her with resources and support
in order to promote an anti-
criminal lifestyle. Judges, as well as both Crown and Defence
Attorneys, worked in close relation
1 Department of Justice (2013): Youth Criminal Justice Act:
Summary and Background. Retrieved July 5, 2013 from
http://www.justice.gc.ca/eng/cj-jp/yj-jj/ycja-lsjpa/back-
hist.html.
with service providers at 311 Jarvis Court to ensure that a youth
who had turned to crime would be
provided with support, resources and alternatives to prevent
further criminal behaviour.
Community & Social Services
A basic philosophy of Community & Social Services (CSS) was
to define, prevent and alleviate
human suffering. At 311 Jarvis Court, service providers worked
within the parameters of the YCJA
to ensure rehabilitation and community reintegration, while
upholding the principles of
accountability and proportionality. They also adhered to the
presumption of innocence until proven
guilty, as practiced by the Canadian criminal justice system
(CCJS). Furthermore, while working with
the young person, CSS also ensured that the safety and well-

being of the community was upheld
while the young person was reintegrated back into the
community through effective and needs-
based programming.
Youth Court Action Planning Program (YCAPP)
YCAPP was a program delivered by Operation Springboard for
youth who were criminally involved
and facing criminal charges. It was delivered in three youth
criminal courts across Southern
Ontario: 311 Jarvis Court, Metro West (2201 Finch) Court and
Newmarket Court. It was a voluntary
pre-trial program for youth who were considered to be at risk
for reoffending, denied bail, or for
youth who had very little contact with the criminal justice
system and may not have qualified for
extrajudicial measures or sanctions.2 Staff had formal education
in areas of social service, social
work, criminal justice and/or psychology and used their skills to
conduct a risk-needs assessment
for positive, goal-oriented and rehabilitative programming.
YCAPP worked with all parties affiliated
with the young person: defense counsel, families, schools,
employers (where necessary) and/or
community stakeholders/agencies to build personalized plans of
service. The plan could be diverse
and could include counselling, community service, individual
programming, education and/or
employment and/or written projects. Upon successful
completion of the program, the youth was
provided with a formal completion letter to help withdraw the
charge(s), to reduce the sentence or
in the consideration of programming post-sentencing. In
providing programming to the youth,
YCAPP became an essential component of a youth’s processing

in the CJS, and for many, provided
support and resources even after the youths’ criminal charges
had been addressed.
Irene Marynowicz
Irene was the Supervisor and front-line Counsellor with
YCAPP. She had been working with YCAPP
for approximately eleven years. Her role was to manage and
supervise the staff and program and
ensure it operated effectively and efficiently in accordance with
its mandate, with the Ministry of
Children and Youth Services and Operation Springboard, the
agency that delivered the program.
Irene had a Bachelor of Social Work and extensive knowledge
and experience working with
at-risk youth and vulnerable and marginalized populations. She
worked in youth justice for
2 Under the Youth Criminal Justice Act (YCJA), Extrajudicial
Measures (EJM) and Extrajudicial Sanctions (EJS) are
alternatives to the traditional court process, whereby accused
youth can voluntarily participate in programs and
sanctions to restore the harm they have caused to the
community. Successful completion of the EJM or EJS allows
accused youth to have their criminal charges withdrawn, thus,
not be convicted nor have a criminal record.
eleven years and in children’s mental health for three years. She
served as an Executive Director for
Big Brothers/Big Sisters for three years and was a Trustee of

the Wellington County Board of
Education for four years. She also worked as a front-line
counsellor for the Children’s Aid Society for
over fifteen years.
Irene’s extensive experience assessing risk and effectively
programming youth gave her the
reputation as the resident expert on at-risk youth. Senior
personnel at 311 Jarvis Court frequently
asked for her expertise when working with young offenders and
victims of crime.
The Incident
Martin A. was a 14-year-old African-Canadian male who
resided in Regent Park, an area defined as
a priority neighborhood in the City of Toronto. It had
historically been considered an under-
resourced and isolated community, heavily ridden with crime
and poverty.
Martin lived with his two parents, older sister and younger
brother. His family was from a middle-
income socioeconomic background, whereby both his parents
were highly educated and worked in
full-time professions. His older sister attended university. He
had no prior contact with the police,
nor had he been in conflict with the law.
On the day of the incident, Martin was outside in the
neighborhood with his friends. His father and
their neighbour got into a heated argument and the Toronto
Police were called to the scene. Martin
thought the police officer was siding with the neighbour, as
opposed to his father, so he and his
friends began heckling the police officer. The officer warned

Martin and his friends about making
comments as he proceeded to address the argument between the
neighbours. Martin and his
friends, however, continued heckling and making comments to
the officer. As a result, the officer
charged Martin only, with Mischief Under $5000.00. He was
arrested and held in custody overnight.
Martin was brought to 311 Jarvis Criminal Court for a Bail
Hearing the next morning. The Duty
Counsel referred him to YCAPP to provide a personalized plan
of service that would meet the needs
and goals of Martin, his family and the community.
Irene’s Decision
Irene met with Martin at 9:00 am in the morning of August 17,
2005 in the interviewing room, in
the holding cell area in the basement of 311 Jarvis Court. He
was referred to YCAPP by the Duty
Counsel for a Pre-Release/Bail Plan, whereby Martin would be
released from custody to be in the
community while on Bail. She explained YCAPP to Martin and
informed him it was a voluntary
program – that it was his choice to work with her and her staff.
Upon consent, Irene proceeded to
complete a formal risk-needs assessment to target areas that
could be risk factors contributing to
criminal behaviour, while focusing on the needs and goals of
the youth (see Exhibit A). Martin’s
assessment placed him in the low-risk category, which meant
that he was at a low-risk to reoffend.
His needs consisted of him attending school and receiving help
with it, as well as having a safe
place to go to for recreational activities. He enjoyed hanging
out with his friends and hoped to

continue that. As he was just entering high school, he had no
specific career goals, other than
completing high school. His main goal was to work with
YCAPP to receive all the resources and
support he could in order to address the charge before Court.
She canvassed with Martin programming options (see Exhibit
B). The entire interview and
assessment process took about one hour to an hour and a half.
Upon completion of the interview,
she returned to her office and contemplated her discussion with
Martin, while she reviewed the
risk-needs assessment and the potential plan of service. She also
met with the family to learn
more about Martin and the circumstances that brought him to
Court. Martin’s father disclosed in
comparison to his sister and brother, Martin was a rebellious
youth at home and did not always
comply with the house rules. He associated with his friends a
great deal in the neighbourhood as
opposed to focusing on his studies. Martin’s father also stated
there were many times he and
Martin had disagreements, but Martin had never before been in
trouble with the law nor had he
had prior police contact. He had completed grade 8 and would
be entering high school the next
month. His father also stated Martin did not have any serious
problems at school either. He agreed
to be Martin’s surety and to also work with YCAPP to provide
any support they could to Martin.
Irene also spoke to potential service providers that were to be
part of Martin’s plan of service. The
decision Irene had to wrestle with was whether YCAPP could

work with Martin and if so, what his
plan of service should consist of. She had to submit her decision
to Court by 2:00pm.
Exhibit A – Risk-Needs Assessment
THE YOUTH LEVEL OF SERVICE/CASE
MANAGEMENT INVENTORY
ROBERT D. HOGE & D. A. ANDREWS, CARLETON
UNIVERSITY
0991 (03/94) Reformated 06/10/96 - dbs
Name Date of Birth
Part I - Assessment of Risk and Needs
1. Prior and Current Offenses/Dispositions Comments (include
mitigating and aggravating factors)

a. Three or more prior convictions
_____________________________________________________
___________
b. Two or more failures to comply
_____________________________________________________
___________
c. Prior probation
_____________________________________________________
___________
d. Prior detention
_____________________________________________________
___________
e. Three or more current charges
_____________________________________________________
___________
Total
_____________________________________________________
___________
Risk Level: Source(s) of
information___________________________________________
_
Low (0)
_____________________________________________________
___________
Moderate (1-2)
_____________________________________________________
___________
High (3-5)
_____________________________________________________
___________
2. Family Circumstances/Parenting Comments

a. Inadequate supervision
_____________________________________________________
___________
b. Difficulty in controlling behavior
_____________________________________________________
___________
c. Inappropriate discipline
_____________________________________________________
___________
d. Inconsistent parenting
_____________________________________________________
___________
e. Poor relations/father-child
_____________________________________________________
___________
f. Poor relations/mother-child
_____________________________________________________
___________
Total
_____________________________________________________
___________
Strength
_____________________________________________________
___________
_____________________________________________________
__________
information___________________________________________
_
Low (0-2)
_____________________________________________________
___________

Moderate (3-4)
_____________________________________________________
___________
High (5-6)
_____________________________________________________
___________
3. Education/Employment Comments
a. Disruptive classroom behavior
_____________________________________________________
___________
b. Disruptive behavior on school property
_____________________________________________________
___________
c. Low achievement
_____________________________________________________
___________
d. Problems with peers
_____________________________________________________
___________
e. Problems with teachers
_____________________________________________________
___________
f. Truancy
_____________________________________________________
___________
g. Unemployed/not seeking employment
_____________________________________________________
___________
Total
_____________________________________________________
___________

Strength
_____________________________________________________
___________
_____________________________________________________
___________
information___________________________________________
_
Low (0)
_____________________________________________________
___________
Moderate (1-3)
_____________________________________________________
___________
High (4-7)
_____________________________________________________
___________
THE YOUTH LEVEL OF SERVICE/CASE MANAGEMENT
INVENTORY
UNIVERSITY
0991 (03/94)
Part I - Assessment of Risk and Needs (Continued)
4. Peer Relations Comments

a. Some delinquent aquaintances
_____________________________________________________
___________
b. Some delinquent friends
_____________________________________________________
___________
c. No or few positive aquaintances
_____________________________________________________
___________
d. Nor or few positive friends
_____________________________________________________
___________
Total
_____________________________________________________
___________
Strength
_____________________________________________________
___________
_____________________________________________________
___________
Risk Level:
_____________________________________________________
___________
Low (0)
_____________________________________________________
___________
Moderate (2-3)
_____________________________________________________
___________
High (4)

_____________________________________________________
___________
Source(s) of
information___________________________________________
_
_____________________________________________________
___________
_____________________________________________________
___________
5. Substance Abuse Comments
a. Occassional drug use
_____________________________________________________
___________
b. Chronic drug use
_____________________________________________________
___________
c. Chronic alcohol use
_____________________________________________________
___________
d. Substance abuse interfers with life
_____________________________________________________
___________
e. Substance use linked to offense(s)
_____________________________________________________
___________
Total
_____________________________________________________
___________

Strength
_____________________________________________________
___________
_____________________________________________________
___________
Risk Level:
_____________________________________________________
___________
Low (0)
_____________________________________________________
___________
Moderate (1-2)
_____________________________________________________
___________
High (3-5) Source(s) of
information___________________________________________
_
_____________________________________________________
___________
_____________________________________________________
___________
_____________________________________________________
___________
6. Leisure/Recreation Comments
a. Limited organized activities

_____________________________________________________
___________
b. Could make better use of time
_____________________________________________________
___________
c. No personal interests
_____________________________________________________
___________
Total
_____________________________________________________
___________
Strength
_____________________________________________________
___________
_____________________________________________________
___________
Risk Level:
_____________________________________________________
___________
Low (0)
_____________________________________________________
___________
Moderate (1)
_____________________________________________________
___________
High (2-3) Source(s) of
information___________________________________________
_
_____________________________________________________
___________

INVENTORY
UNIVERSITY
0991 (03/94)
Part I - Assessment of Risk and Needs (Continued)
7. Personality/Behavior
a. Inflated self-esteem
_____________________________________________________
___________
b. Physically aggressive
_____________________________________________________
___________
c. Tantrums
_____________________________________________________
___________
d. Short attention span
_____________________________________________________
___________
e. Poor frustration tolerance
_____________________________________________________
___________
f. Inadequate guilt feelings
_____________________________________________________

___________
g. Verbally aggressive, impudent
_____________________________________________________
___________
Total
_____________________________________________________
___________
Strength
_____________________________________________________
___________
_____________________________________________________
___________
information___________________________________________
_
Low (0)
_____________________________________________________
___________
Moderate (1-4)
_____________________________________________________
___________
High (5-7)
_____________________________________________________
___________
8. Attitudes/Orientation
a. Antisocial/procriminal attitudes
_____________________________________________________

___________
b. Not seeking help
_____________________________________________________
___________
c. Actively rejecting help
_____________________________________________________
___________
d. Defies Authority
_____________________________________________________
___________
e. Callous, little concern for others
_____________________________________________________
___________
Total
_____________________________________________________
___________
Strength
_____________________________________________________
___________
_____________________________________________________
___________
information___________________________________________
_
Low (0)
_____________________________________________________
___________
Moderate (1-3)
_____________________________________________________
___________
High (4-5)
_____________________________________________________

___________
Part II - Summary of Risk/Need Factors (from pages 1 to 3)
Prior and
Current
Offenses
Family Education
Peers Substance
Abuse
Leisure and
Recreation
Personality
and
Behavior
Attitudes
and
Orientation
Overall
Total
of Scores
Scores
Low
Moderate

High
Overall Total
Low (0-8) High (23-34)
Moderate (9-22) Very High (35-42)
INVENTORY
UNIVERSITY
0991 (03/94)
Part III - Assessment of Other Needs/Special Considerations
1. Family/Parents
Chronic History of Offenses Financial/Accomodation
Problems Abusive Mother
Emotional Distress/Psychiatric Uncooperative Parents
Significant Family Trauma
Drug-Alcohol Abuse Cultural/Ethnic Issues
(Specify)_________________________
Marital Conflict Abusive Father Other
____________________________

Comments
2. Youth
Health Problems Peers Outside Age Range Third Party Threat
Physical Disability Depressed History of Sexual/Physical
Assault
Low Intelligence/Developmental Delay Low Self Esteem
History of Assault on Authority Figures
Learning Disability Inappropriate Sexual Activity History of
Weapon Use
Underachievement Racist/Sexist Attitudes History of Fire
Setting
Problem Solving Skills Poor Social Skills History of Escapes
Victim of Physical/Sexual Abuse Engages in Denial
Protection Issues
Victim of Neglect Suicide Attempts Adverse Living
Conditions
Shy/Withdrawn Diagnosis of Psychosis Other
____________________________
Comments (Note any special responsivity considerations
including the need for culturally specific services)

Part IV - Your Assessment of Juvenile’s General Risk/Need
Level
Low Reasons:
_____________________________________________________
_______________________
Moderate
_____________________________________________________
_______________________
High
_____________________________________________________
_______________________
Very High
_____________________________________________________
_______________________
_____________________________________________________
_____________________________________________________
_
_____________________________________________________
_____________________________________________________
_
_____________________________________________________
_____________________________________________________
_
_____________________________________________________
_____________________________________________________
_
_____________________________________________________

_____________________________________________________
_
Part V - Contact Level
Comments (Note placement considerations and court
expectations, if applicable)
Administrative/Paper
_____________________________________________________
_________________________
_____________________________________________________
_________________________
INVENTORY
UNIVERSITY
0991 (03/94)
Minimum Supervision
_____________________________________________________
_________________________
_____________________________________________________
_________________________
Medium Supervision
_____________________________________________________
_________________________
_____________________________________________________
_________________________
Maximum Supervision

_____________________________________________________
_________________________
Probation Officer’s Signature/Date Supervisor’s Signature/Date
Part VI - Case Management Plan
Goal One Means of Achievement
Goal Two Means of Achievement
Goal Three Means of Achievement

Goal Four Means of Achievement
Exhibit B
YCAPP Programming Options
1. Education
• Full-time or part-time school
• Alternative school - smaller class size; all subjects in one
classroom/one teacher
• Tutoring/mentoring program
2. Employment
• Part-time/seasonal employment
• Job searching/employment program
• Skills-based programs – business, fashion, entrepreneurship,
farming, etc.

3. Life-Skills Counselling
• Individual counselling
• Anger Management – anger, its effects and skills to manage
stress and anger
• Anti-Violence program - violence, its effects and skills to
resolve conflict and violent
situations
• Anti-Gang program – support youth to leave a criminal
network
• Victim Awareness program - how victims are affected by
crime
• Anti-shoplifting program-law on shoplifting, consequences
and why people shoplift
• Graffiti Eradication program - youth to clean up areas where
there is illegal graffiti and
showcase their art in areas that allow graffiti
• Boys Group program -for ages 13-17 years to discuss various
topics affecting teenaged
boys
4. Recreational Programming
• After school and/or weekend programs at local recreation
centres
• Sports/Music/Arts/Interest-based program
5. Community Service/Volunteer Work
6. Verbal/Written Apology

7. Reflective Essay
8. Individual Assignment/Project – based on youth’s needs,
goals and interests
9. Programming with YCAPP – Counsellor and youth agree to
parameters
REGENT PARK.pdfREGENT PARK EXAREGENT PARK EXB
PFP 152 Community & Social Services - Regent Park & YCAPP
Case Study
Deadline: Week of March 26th, 2018
In partners (groups of two), you are required to conduct a case
study analysis regarding a young
offender and a service provider in the Canadian criminal justice
system. Through your analysis, you
will assess the individuals involved, the communities the case
takes place in and the most
appropriate decision for the case, based on the concepts of the
Canadian criminal justice system and

the community and social service sector.
There are three (3) parts to this case study analysis. All three
parts must be completed and
handed in to receive full marks. Each part must have accurate
APA referencing, including
citations. Failure to do so will result in a grade of zero (0).
Part One: Individual Party Analysis
In 1-2 pages, you will provide an individual analysis of the
following parties:
1) Martin A. 2). Irene M.
Each analysis should consider the following:
A summary of each party’s involvement and/or role in the
case.
Personal and/or social problems each party is facing? Which
theory/theories help explain each
party’s role in the case - Conflict, Structural-Functionalism,
Symbolic Interactionism?
The goals of each party. What are their needs and assets?
Which Locus of Power(s) do they
have? Which Locus of Power do they not have? How does this
relate to the case?
Additional comments and/or reflections you may wish to add to

your analysis.
Part Two: Community Analysis
1). In 1-2 pages, you will provide a community analysis on the
following:
a). Regent Park community (c. 2005)
b). Youth Court Action Planning Program (YCAPP)
Each analysis should consider the following:
A summary of each community’s background and its relevance
to the case. Personal
and/or social problems that exist in each community and/or how
are they addressed?
Which theory/theories help explain each party’s role in the
case (Conflict,
Structural-Functionalism, Symbolic Interactionism)?
The goals, needs and assets of each community player? Which
Locus of Power(s) do they
have? Which do they lack? How does this relate to the case?
Additional comments and/or reflections you may wish to add to

your analysis.
2). In one (1) page, list and describe the community and social
services you could use to address this
case and why. How would these services support and satisfy the
youth, the family, the Court and the
community? Note: these services should be real, existing
services.
Part Three: Professional Recommendation to the Criminal Court
of Law
In 2-3 pages, submit a final report indicating your decision and
plan of service you devised for Martin
A. Using course concepts, your report should include the
following criteria:
Your decision to work or not work with Martin (include your
rationale)
Martin A.’s background and factors the Court should take into
consideration when
deciding to detain or release the youth
Martin A.’s family background and its relevance to your
decision and plan of service
Where Martin A. will reside, with whom and why (whether he
is detained or released)

Martin A.’s plan of service (include the community and social
services you will be
using, why and when they will be available for Martin – should
you decide to release him)
Any additional information that would be helpful for the Court
to make its decision
Your report should address the needs of the youth, the family,
the Court and the community while
upholding the principles of the (youth) criminal justice system.
How your service plan addresses and
satisfies these needs should be included in your report.
Case Study Report Submission Must Haves:
Your report should be addressed to the Justice of the
Peace/Judge using formal legal
terminology. You also must describe your program and why you
were asked to analyse this case.
Your analysis should be typed, double-spaced, 12” Times New
Roman/Arial font and written
in case report style (introduction, subheadings, concluding
paragraph and formal language).

APA formatting, including citations and referencing, including
APA title page.
Your analysis should also be relevant to the course and include
course content. You will be
graded in three areas: analysis, conceptualization and
presentation.
5-8 pages in length
** Papers that do not include APA citations and referencing
will not be graded.
**Case studies submitted late will receive a 10% deduction on
the first day, and 5%
deduction per day thereafter. After seven (7) days, case studies
will receive a mark of zero (0).

PFP 152 Community & Social Services Regent Park & YCAPP
Case Study
Name: ____________________________ Student ID:
_________________________
Name: ____________________________ Student ID:
_________________________
Part One: Individual Analysis
Part Two: Community Analysis
Part Three: Recommendation to Court
Technicality:
* Papers that do not include APA citations and referencing will
not be graded.
Total: / 35 marks

Total: 30% of Final Grade
Background of each party /2 marks
Theoretical application to each party /3marks
Goals, needs and assets, powers of each party /3
marks
Background of each community player
/2 marks
Theoretical application to each community player
/3 marks
Goals, needs and assets, powers of each community
player
/3 marks
Community and social services used (accuracy and
relevance)
/3 marks
Decision and clear, coherent line of

argument/rationale
/3 marks
Quality, accuracy and relevance of professional
recommendation
/3 marks
APA referencing and formatting(including in-text
citations)
/3 marks
Formal case report writing style and structure /3
marks
Spelling, grammar, sentence structure, punctuation
/2 marks
5-8 pages, double-spaced, 12” font Times New
Roman/Arial
/2 marks
marks

/2 marks
/3 marks
player
/3 marks
relevance)
/3 marks
argument/rationale
/3 marks
recommendation
/3 marks

citations)
/3 marks
marks
/2 marks
Roman/Arial
/2 marks
marks
/2 marks
/3 marks
player

/3 marks
relevance)
/3 marks
argument/rationale
/3 marks
recommendation
/3 marks
citations)
/3 marks
marks
/2 marks

Roman/Arial
/2 marks
marks
/2 marks
/3 marks
player
/3 marks
relevance)
/3 marks

argument/rationale
/3 marks
recommendation
/3 marks
citations)
/3 marks
marks
/2 marks
Roman/Arial
/2 marks

Professor Arun Dhanota wrote this case under the supervi.docx

Recommended

Recommended

More Related Content

Similar to Professor Arun Dhanota wrote this case under the supervi.docx

Similar to Professor Arun Dhanota wrote this case under the supervi.docx (12)

More from stilliegeorgiana

More from stilliegeorgiana (20)

Recently uploaded

Recently uploaded (20)

Professor Arun Dhanota wrote this case under the supervi.docx