Juvenile Minority Sensitivity Training
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Transcript of Juvenile Minority Sensitivity Training
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“Race Matters”
Juvenile Minority Sensitivity Training
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Critique a given scenario utilizing the concepts presented in class.
Assess a given scenario and formulate an action plan consistent with the concepts presented in class.
Training Objectives
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http://media.photobucket.com/image/we%20hold%20these%20truths%20to%20be%20self%20evident/lifeisverygood/flag.jpg
We hold these truths to be self evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of happiness.
In Congress…
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Constructs of a civilized society, by those in authority
Vested interest in status quo
Law enforcement are agents of the government
Laws and Morals
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A term that describes the way government and other public and private institutions systematically afford the majority class an array of social, political and economic advantages, simply because they are a member of the majority class, while marginalizing and putting at a disadvantage the minority class.
Institutional Racism
Photo from http://bigmikescience.files.wordpress.com/2008/07/help-wanted-jim-crow.jpg
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Post-Civil War
http://www.frsd.k12.nj.us/jplmc/library_misc/teachers/jim_crow.jpg
Era of “Jim Crow” 1877 to mid-1960s
Plessy v. Ferguson (1896)3,440 known lynchings of black men and women from 1882 to 1968
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Post-Civil War
http://media.photobucket.com/image/we%20hold%20these%20truths%20to%20be%20self%20evident/lifeisverygood/flag.jpg Photograph from Bettman/Corbis
One-half of lynchings involved police participation9 out of 10 of the remaining lynchings officers either condone or “wink” at the action
From 1898 to 1943 in almost every race riot, police sided with the attackers by actual participation or failing to act
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Post-Civil War
http://static.howstuffworks.com/gif/civil-rights-movement-3.jpg
1865 to 1967 more than 400 State laws, Constitutional amendments, and city ordinances legalizing discrimination were passed
ALL states except Hawaii passed laws discriminating against ALL minority groups including African Americans, Asians, and Native Americans
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Juvenile Justice System
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Prior to 1899 there was no separate justice system for juveniles
Juveniles prior to 1899 were treated the same as others within the criminal justice system
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Juvenile Justice SystemChicago Reform
Movement-1899Identify cause and
administer rehabilitationVaried from criminal
justice system in language of proceedings and rights
Until the United States Supreme Court’s review in the mid-1960s there was no major review of the system
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Juvenile Justice System
http://www.blogtalkradio.com/pics/hostpics/bd449c1c-b5cf-4481-be54-ab63c8e71507Behind%20Bars%20Prisoner%20cu.jpg
1974 the Juvenile Justice Delinquency Prevention ActOutlined core protectionsRequired states to remove
noncriminal status offenders from secure custody
Amendments included: Sight and sound separationRemoval from adult jailsDisproportionate confinement issues
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Photo from: http://img.timeinc.net/time/daily/2009/0903/juvenile_jail_0320.jpg
51 Individual systems Each has varying:
Case processing procedures
JurisdictionsCorrectional
methods
Current Juvenile Justice System
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North Carolina Department of Juvenile Justice and Delinquency Prevention
http://newsblog.projo.com/archives/ceevacuation.jpg
In 2008 received 4,896 status offense complaints
In 2008 received 38,901 delinquency complaints
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PLUS Decision Making ModelFundamentally sound
Simple and straightforward
Descriptive vs. Prescriptive
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1. Define Problem
2. Identify Objectives
3. Identify Solutions and Alternatives
4. Evaluate Consequences
5. Make Decision
6. Implement Decision
7. Evaluate Decision
PLUS Steps
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Defining the Problem
Difference between Expected/Desired and Actual
How the problem is defined determines causes and where to look for available solutions
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Identify ObjectivesObjectives are the desired
outcomesDirectly related to the
defined problemShort-term is immediate and
specificLong-term is persistent and
broadDecision point within the
system may affect identified objectives
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Identify Solutions and Alternatives
Solutions/alternatives are directly influenced by prior steps
Be open to new options
No less than three (3) solutions
Ideally all solutions should be identified
Realistically, five (5) solutions should be considered
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Evaluate Consequences
Identify positive and negative aspects of each solution/alternative
Limit personal perceptions, biases, and predispositions
Evaluate the probability of the desired result
More facts means it is more likely the desired outcome will be realized
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Make the Decision
Steps one through four may be assessed differently based on stakeholder’s interest
Interests may be competing with multiple stakeholders
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Implement the Decision
Action itself is the first real tangible step toward the desired outcome.
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Evaluate the DecisionEvaluation of the decision and outcome is the bridge to the next decisionFocus should be on whether the desired outcome is realized
Has the desired outcome changed or are there more options now, thus resulting in the need for the cycle to begin again?
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PLUS Ethical Filters
Is the decision consistent with policies and procedures?
P Policies
Is the decision acceptable according to applicable laws and regulations?
L Legal
Does it conform to universal principles and values?EPIC is a good acronym to use for universal values: Empathy, Patience, Integrity, and CourageDoes the decision meet my personal definition of right, good, and fair?
U Universal
S Self
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Critique a given scenario utilizing the concepts presented in class.
Assess a given scenario and formulate an action plan consistent with the concepts presented in class.
Training Objectives
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Questions?