Theorists such as Jean Piaget and Erik Erikson have documented the psychological skills and psychosocial needs of juveniles as being different from those of adults. Juveniles of different age groups have differing supervision needs. Even children of the same age may have significantly different needs. Therefore, it should come as no surprise that the needs of juvenile offenders in forensic treatment settings are unique from those of their adult counterparts.
Restrictions in treatment environments often impact the overall treatment process for juvenile offenders. Juvenile courts may mandate treatment, and parents may refuse to be part of the change process. In addition, drug abuse, sexuality, peer relationships, gangs, and violence can all complicate treatment efforts when treating juvenile offenders. Forensic treatment practitioners must be acutely aware of juvenile (minor’s) rights in their locales as well as the laws surrounding juvenile offender treatment.
To prepare for this Discussion:
- Conduct an Internet search or search the Walden library, and select one peer-reviewed journal article related to effective treatment approaches for juveniles. Think about how effective treatment approaches and programs for juveniles differ from those for treating adult offenders. Consider how the approaches and programs for these two forensic populations are similar.
- Think about the unique characteristics of juvenile offenders, and reflect on considerations related to the treatment of juvenile offenders.
- Select at least two similarities and two differences between juvenile and adult offender treatment approaches and programs.
With these thoughts in mind:
By Day 3
Post a comparison (similarities and differences) between juvenile and adult offender treatment approaches and programs. Explain at least two similarities and two differences related to treatment approaches and treatment programs. Explain at least one conclusion you drew or insight you gained as a result of your comparison.
Arnau, L., & Sabaté, M. (2019). Evaluation of a parenting training program, “Limits”, in a juvenile justice service: Results and challenges. Psychosocial Intervention, 28(1), 1–10.
Schlesinger, T. (2018). Decriminalizing racialized youth through juvenile diversion. Future of Children, 28(1), 59–81.
Sudore, R. (2015). Trans* sensitivity in re-entry programs: Recommendations for social justice advocacy. Journal of Social Work Values & Ethics, 12(2), 11–19.
Wolff, K. T., Baglivio, M. T., & Piquero, A. R. (2017). The relationship between adverse childhood experiences and recidivism in a sample of juvenile offenders in community-based treatment. International Journal of Offender Therapy and Comparative Criminology, 61(11), 1210-1242.