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CRJ320 Mod 1 CT Habilitation and Rehabilitation in Juvenile Justice Essay
Habilitation/Rehabilitation in Juvenile Justice
Much scholarly debate has centered on the basic ideology of rehabilitation in juvenile justice. However, rehabilitation is not always our focus. When we are determining best-practice approaches to juvenile reformation, the focus should be on “habilitation.” Dictionary.com (2021) defines “habilitation” as “the act of becoming fit or of making fit for a particular purpose.” The criminal justice system makes the assumption that justice-involved juveniles were fostered in a thriving environment consisting of love and safety. However, many juveniles began experiencing trauma in utero and in the early stages of critical brain development. Many juveniles have experienced trauma in the form of abuse, violence, neglect, abandonment, and/or poverty at birth, thus never having the privilege of connection and belonging, proper education, and the ability to trust others. Their experiences have impacted proper brain development critical for higher-order cortical development (Moreland & Ressler, 2021).
Rehabilitation focuses on providing programming to return to a prior state of self. As an example, a 35-year-old man who never used drugs became addicted to opiates after a recent surgery. Rehabilitation will help him gain the skills to rebuild back to the life he once knew. Habilitation is trauma-informed care that is prepared to help juveniles build their skills of self-efficacy and esteem and support emotional and prosocial development (Moreland & Ressler, 2021).
Examine the juvenile justice system in terms of historical aspects of rehabilitation of juveniles and the current shift to habilitation.
What types of programs could be found during the “Progressive Era” of the 1920s?
What vocations were trained for in the reform schools in America?
Who made up the majority of delinquents in these training programs? What was the impact of these training programs on youth and society?
How do the programs and juvenile system of the “Progressive Era” compare with your current understanding of juvenile programs and systems today?
What is the shift from rehabilitation to habilitation and why is this shift critical to our current day Juvenile Justice System?
Your paper must meet the following requirements:
Your written paper should be 2-3 pages in length not counting the title and reference pages, which you must include.
Use terms, evidence, and concepts from class readings.
Cite at least three scholarly sources for this assignment. Scholarly resources include: peer-reviewed journal articles, books, the class textbook, or reports/documents from the government (.gov sites). A scholarly source does not include general sources from the internet (.com, .org, .edu, and .net sites are not scholarly). Scholarly resources should be current (no older than five years). If the class textbook is used as a source, then two other scholarly sources must be used.
The CSU Global Library is a great place to find resources.
Your paper must be formatted according to CSU Global Writing Center.
If you need assistance with your writing style, start with the Writing Help section of the CSU Global Writing Center.
Review the grading rubric to understand how you will be graded on this assignment. Reach out to your instructor if you have questions about the assignment. Prior to posting, proof read your submission for clarity, grammar, punctuation, and APA.
References:
Dictionary.com. (2021). Habilitation. https://www.dictionary.com/browse/habilitation
Moreland, A. & Ressler, K. (2021). A perspective for understanding trauma and the criminal juvenile justice system: Using a trauma-informed lens for meaningful and sustained change. Harvard Review of Psychiatry, 29 (3), 216-222.
Rubric
CRJ320 Mod 1 CT
CRJ320 Mod 1 CT | ||||||
Criteria | Ratings | Pts | ||||
This criterion is linked to a Learning OutcomeRequirements |
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15 pts | ||||
This criterion is linked to a Learning OutcomeContent |
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10 pts | ||||
This criterion is linked to a Learning OutcomeAnalysis |
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10 pts | ||||
This criterion is linked to a Learning OutcomeSources / Examples |
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10 pts | ||||
This criterion is linked to a Learning OutcomeDemonstrates college-level proficiency in organization, grammar and style. |
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10 pts | ||||
This criterion is linked to a Learning OutcomeDemonstrates proper use of APA style |
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10 pts | ||||
This criterion is linked to a Learning OutcomeThis criterion is linked to a Learning OutcomeCRJ3202 – Identify the major U.S. Supreme Court cases that have shaped critical issues and practices in the juvenile justice system. Identify the major U.S. Supreme Court cases that have shaped critical issues and practices in the juvenile justice system. |
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5 pts | ||||
Total Points: 70 |
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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CRJ320 Mod 1 CT Habilitation and Rehabilitation in Juvenile Justice Essay |
CRJ320 Mod 1 CT Habilitation and Rehabilitation in Juvenile Justice Essay