Court-Mandated Educational Course for First-Time, Juvenile Offenders Using education as a means for combating juvenile delinquency issues is nothing new. In fact New York State is launching a program that allows juvenile offenders to keep a portion of their high school credits even when they're incarcerated so that when they do return to school, they can return on a steady progression towards graduation: "Starting this fall, the program, called Close to Home, will enable them to remain in the New York City public school system while incarcerated -- and on the Department of Education's credit system" (Small, 2012). This means that there will no longer be situations where a teen is put in a juvenile program and leaves school in NY at ninth grade only to return a year later, also in the 9th grade. This program, while different than the court-mandated educational course for first time offenders that is proposed in this paper, demonstrates how education is very much a pillar and lifeline for all involved in the juvenile system.

Would this program be limited to juveniles who have been subject to police contact only for certain classes of offenses (e, g., non-violent, property-oriented, status offenses) with more serious offenses handled through a different approach?

This program would be available to juveniles through all classes of offenses, as that would be one of the strategies of the program at large. Lumping non-violent offenders with violent ones helps the two groups to learn from one another: the non-violent offenders can see the apparent consequences that the violent offenders have reaped, and the violent offenders can see themselves (or earlier versions of themselves) apparent in the non-violent offenders. Not isolating these two groups in many ways would be an essential factor to the program's success at large.

Would these juveniles still go through the system? (i.e., be arrested, have a court date for hearing) or would this be a diversion program intended in part to side-step these individuals having a record at such a young age? Explain.

This program would still force juveniles to go through the system. This is actually a crucial aspect of the program: forcing these kids to go through the system is actually essential to impart the very necessary lessons of actions and consequences. While it might be tempting to try and forgo the system processing of these young offenders, so that they don't have records which follow them into adulthood, such an inclination might actually do more harm than good.

How would the administrative office of the courts be involved in the running of this program? Explain.

There would need to be a certain degree of oversight from the administrative office of the courts: this office would need to be able to extend certain amounts of approval and observation regarding how the program was going and its overall effectiveness. This office would also need to give feedback regarding the program and make recommendations for changes along with recording the progress of offenders and participants.

Would it be conducted as part of the ADR of the office as is a program such as truancy mediation or victim-offender dialogue programs? Explain.

In part the program could be engaged in as a component of the ADR of the office, such as a victim-offender program. This aspect would just be one component, however, of the greater the program. The overall focus of the program would be to educate and in part rehabilitate these juvenile offenders and to meet their often demanding and multiple needs in a more meaningful way. However, this is not to underestimate or to dismiss the power of things like victim-offender mediation programs, such a program will definitely be an aspect of the program at large because of the sheer promise and benefit that it offers. Some of the absolute benefits of a victim-offender mediation program are it's: "…far more concerned about restoration of the victim and victimized community than costly punishment of the offender; elevates the importance of the victim in the criminal justice process, through increased involvement, input and services; requires that offenders be held directly accountable to the person and/or community that they victimized" (appa-net.org, 2009). Thus, elements like these are absolutely indispensible to have within the greater program.

Where would the course be offered? Why?

Part of the courses would be offered within a safe-zone of the community like a library. The actual environment of where the course would be offered would be extremely crucial: the environment needs to be aesthetically pleasing and it needs to be soothing and accepting. This is because so many of these kids come from disadvantaged backgrounds of ugliness, neglect and poverty, that creating an environment for them that does not contain any of those things actually is important. While the beauty and softness of the library or comparable place might be met with derision and scorn by some of the more hardened juvenile...

"Adding high-quality virtual education offerings would open new doors for nontraditional high school students, especially single teen mothers or young adults in the foster or criminal justice systems unaccustomed to access to exemplary classrooms. The transformative value of quality online education options is found in the critical efficiencies gained by instruction targeted by 'smart' instant feedback compiled from students' responses online. Such differentiated instruction in a traditional classroom setting is typically the mark of only the most talented teachers" (Soifer, 2010). Furtheremore, one must not forget the possibility of how reading interventions, or catch-up supplemental lessons can also be engaged with more easily via online offerings; students who have had their study interrupted by things like repeat returns to the juvenile system and have issues in keeping up with their high school transcript requirements will no doubt find the creative scheduling available with an online component (Soifer, 2010).
What types of people would be considered qualified to conduct/facilitate it? Explain.

Aside from teachers who have all the credentials and experience of a professional who is legally allowed to teach children, these professionals would also need to have experience with high needs, and multiple needs children. They would also need the ability to work independently.

Are there staff adequately trained already, or would a position have to be opened and staff hired? Explain.

The staff who have been picked out already would still need to go through additional training in order to be able to effectively engage in this job with success. "The most significant subject matter needs are likely to be language arts, particularly reading and writing. Students will also need instruction in mathematics with social studies a secondary subject matter need. Few students are likely to be ready for higher-level mathematics courses under basic education. Subject matter that requires additional materials or equipment, such as science, will be extremely difficult for the teacher to provide in the restricted environment of a jail except through computerized instruction. It would be most helpful for teachers to be able to provide students access to educational software that covers subject matter areas in which they may lack expertise or those where other modes of instruction and feedback will be beneficial" (Carlson, 2010). As according to State law, there would need to be a focus geared toward the acquirement of a high school diploma or a GED. It's important the content of the course is this specific and geared towards this overall objective for the good and the future of the juveniles in the program.

Would the administrative office of the courts have any role in creating the actual content?

The administrative office of the courts wouldn't have a direct role in creating content, but would be able to make strong recommendations based on past research, evidence and experience. Al content would be created to ensure overall consistency with current laws and the preferred state practices to deal with such young offenders.

Are there any models out there that could be used that would allow creation of such a program with minimal cost and start-up time?

Before this program is created and developed fully, it would be essential to engage in a thorough perusal of all other nationwide programs that are comparable. One of the drawbacks of most programs in existence is that they don't adequately provide creative content for these youths to tap into. Many of these youths have creative talents that are completely ignored or under-developed, and they need to develop them -- musical abilities, painting drawing, writing and others. Often times, these creative abilities will help get them out of the rut of hopelessness and violence that they've so committed to.

References

Appa-net.org. (2009). Victim-Offender Programs. Retrieved from appa-net.org: http://www.appa-net.org/eWeb/docs/APPA/pubs/PVRPPP-FACTSHEET-7.pdf

Carlson, K. (2010). Educating Juveniles. Retrieved from k12.wa.us: http://www.k12.wa.us/institutionaled/pubdocs/educatingjuvenilesinadultjails.pdf

Junger-Tas, J. (2010). International Handbook of Juvenile Justice. New York: Springer Publications.

Small, E. (2012, May 21). City sends juvenile delinquents on course to graduation. Retrieved from thenewyorkworld.com: http://www.thenewyorkworld.com/2012/05/21/city-sends-juvenile-delinquents-on-course-to-graduation/

Soifer, D. (2010). Education Strategies for Reducing Juvenile Crime. Retrieved from lexingtoninstitute.org: http://www.lexingtoninstitute.org/library/resources/documents/Education/EducationStrategiesForReducingJuvenileCrime.pdf