ALL CHAPTERS 15 COVERED
TEST BANK
i
Copyright © 2024 Pearson Education, Inc.
, TABLE OF Contents
1. Juvenile Justice
2. The Extent and Nature of Juvenile Crime
3. Causes of Juvenile Crime
4. Gender and Juvenile Justice
5. The Prevention of Delinquency
6. The Police
7. The Juvenile Court
8. Juveniles in Adult Court
9. Community Corrections
10. Juvenile Institutionalization
11. Juvenile Aftercare
12. Treatment Technologies
13. Juvenile Gangs
14. Drugs and Delinquency
15. Juvenile Justice in the Twenty-First Century
ii
Copyright © 2024 Pearson Education, Inc.
, To the Instructor
Juvenile Justice in America (9th Edition) provides an in-depth look at the lives of juveniles,
their experiences in society, and the consequences of those experiences. The text carefully
examines the structures, procedures, policies, and problems of American juvenile justice
agencies. The Ninth Edition places further emphasis on delinquency prevention, and
features a new chapter on juvenile offender populations to give readers a more
comprehensive view of delinquent youth. Boxed features in every chapter highlight the
practical realities of working in the juvenile justice system. The careful balance of theory,
evidence-based findings, and practical applications gives readers the most up-to-date insight
into the state of juvenile justice in America today.
The instructor’s manual begins with an outline of the chapters to assist with lecture
preparation. Following the chapter outlines, there is a list of videos relevant to juvenile
justice topics. Finally, there is a test bank that includes multiple choice, true/false, fill-in-the-
blank, matching, essay, and critical thinking questions that cover the information in each
chapter. New questions have been added and others edited either for the sake of clarity or
to cover added new materials.
This course can easily be set up in various weekly formats without having to adjust the
point system. Graded assignments in every class are recommended in order to motivate
students to attend all classes. To add more graded assignments, you could offer fewer
points for the “Instructor Assigned” homework and have some in-class points added each
week. You can offer graded activities at the very beginning of classes and at the end of
classes to encourage students to be to class on time and to remain at class until the end.
These activities can be short quizzes from prior lectures or can be quizzes at the end of class
from the lecture offered during the class. Points can be offered for correct answers or for
participation. Games can be played in which questions are asked from prior learning and the
students can receive a grade for participating.
It might help to “sell” the paper to the students in a way that helps them realize that it
isn’t just a paper, but more of a research project that can benefit them in finding out more
about the field they want to work in, or just want to learn more about. Hopefully the students
who have used too many drugs or committed too many crimes will find out early where they
can and can’t work before they dedicate too much time into the wrong areas.
If possible, try to bring in a few guest speakers. Let the students know in week one that
you would like 2–3 guest speakers and ask them to contact you if they have any relatives or
friends who could qualify. You could either have the student invite the speakers or you could
obtain contact info and invite the speakers yourself. Usually about 45 minutes is sufficient
for a speaker to talk about what they do and what road they took to get there. They can offer
some advice to those interested in their field and answer questions.
For the first class, it is a good idea to make a quiz on the syllabus and have each student
take it for a grade or just for your own records. If you do this as a graded assignment, you
would need to adjust your point system to allow more points to be earned. Another option
for the first and last class is a pretest and a posttest. A 25–50-question quiz can easily be
put together using the test bank that is provided at the end of this manual.
iii
Copyright © 2024 Pearson Education, Inc.
, Course Syllabus
Course Title: Course Number: Credit Hours: Course
Length: 16 Weeks
Date: Course Schedule:
Instructor:
Phone:
Email:
Course Description:
This course is an overview of the development, nature, purpose, and theoretical doctrines of
juvenile justice. Topics to be covered throughout the course include the history and
development of juvenile court, police decision making regarding juvenile offenders, juvenile
detention, the court intake process, juvenile transfer policies, juvenile court decisions, the
effectiveness of juvenile corrections, and delinquency prevention and intervention.
Course Materials
• Juvenile Justice in America
Clemens Bartollas – University of Northern Iowa
Matthew Makarios – University of Northern Iowa
©2023 • Prentice Hall
Course Assignments
• Exams (50 points each – 150 points)
There are three (3) multiple-choice exams. The exams are not cumulative but will be
based on the chapters presented immediately preceding each exam.
• Final exam (100 points)
There will be final exam for this class. The format for the exam may consist of some type
of multiple choices, fill-in-the-blanks, and/or essay questions that pertain to all of the
information presented.
• Instructor assignments (10 points each – 70 points)
Assignments will be given out throughout the semester. Students are expected to
complete each assignment and submit them on the due date.
• Essay or Critical Thinking (10 points each – 130 points)
Students will complete an essay or critical thinking assignment for each chapter.
• Project Paper (50 points)
Students will write a research paper about a career in juvenile justice that is of interest
to the student. The paper will be in APA format and contain an introduction, the body of
iv
Copyright © 2024 Pearson Education, Inc.
TEST BANK
i
Copyright © 2024 Pearson Education, Inc.
, TABLE OF Contents
1. Juvenile Justice
2. The Extent and Nature of Juvenile Crime
3. Causes of Juvenile Crime
4. Gender and Juvenile Justice
5. The Prevention of Delinquency
6. The Police
7. The Juvenile Court
8. Juveniles in Adult Court
9. Community Corrections
10. Juvenile Institutionalization
11. Juvenile Aftercare
12. Treatment Technologies
13. Juvenile Gangs
14. Drugs and Delinquency
15. Juvenile Justice in the Twenty-First Century
ii
Copyright © 2024 Pearson Education, Inc.
, To the Instructor
Juvenile Justice in America (9th Edition) provides an in-depth look at the lives of juveniles,
their experiences in society, and the consequences of those experiences. The text carefully
examines the structures, procedures, policies, and problems of American juvenile justice
agencies. The Ninth Edition places further emphasis on delinquency prevention, and
features a new chapter on juvenile offender populations to give readers a more
comprehensive view of delinquent youth. Boxed features in every chapter highlight the
practical realities of working in the juvenile justice system. The careful balance of theory,
evidence-based findings, and practical applications gives readers the most up-to-date insight
into the state of juvenile justice in America today.
The instructor’s manual begins with an outline of the chapters to assist with lecture
preparation. Following the chapter outlines, there is a list of videos relevant to juvenile
justice topics. Finally, there is a test bank that includes multiple choice, true/false, fill-in-the-
blank, matching, essay, and critical thinking questions that cover the information in each
chapter. New questions have been added and others edited either for the sake of clarity or
to cover added new materials.
This course can easily be set up in various weekly formats without having to adjust the
point system. Graded assignments in every class are recommended in order to motivate
students to attend all classes. To add more graded assignments, you could offer fewer
points for the “Instructor Assigned” homework and have some in-class points added each
week. You can offer graded activities at the very beginning of classes and at the end of
classes to encourage students to be to class on time and to remain at class until the end.
These activities can be short quizzes from prior lectures or can be quizzes at the end of class
from the lecture offered during the class. Points can be offered for correct answers or for
participation. Games can be played in which questions are asked from prior learning and the
students can receive a grade for participating.
It might help to “sell” the paper to the students in a way that helps them realize that it
isn’t just a paper, but more of a research project that can benefit them in finding out more
about the field they want to work in, or just want to learn more about. Hopefully the students
who have used too many drugs or committed too many crimes will find out early where they
can and can’t work before they dedicate too much time into the wrong areas.
If possible, try to bring in a few guest speakers. Let the students know in week one that
you would like 2–3 guest speakers and ask them to contact you if they have any relatives or
friends who could qualify. You could either have the student invite the speakers or you could
obtain contact info and invite the speakers yourself. Usually about 45 minutes is sufficient
for a speaker to talk about what they do and what road they took to get there. They can offer
some advice to those interested in their field and answer questions.
For the first class, it is a good idea to make a quiz on the syllabus and have each student
take it for a grade or just for your own records. If you do this as a graded assignment, you
would need to adjust your point system to allow more points to be earned. Another option
for the first and last class is a pretest and a posttest. A 25–50-question quiz can easily be
put together using the test bank that is provided at the end of this manual.
iii
Copyright © 2024 Pearson Education, Inc.
, Course Syllabus
Course Title: Course Number: Credit Hours: Course
Length: 16 Weeks
Date: Course Schedule:
Instructor:
Phone:
Email:
Course Description:
This course is an overview of the development, nature, purpose, and theoretical doctrines of
juvenile justice. Topics to be covered throughout the course include the history and
development of juvenile court, police decision making regarding juvenile offenders, juvenile
detention, the court intake process, juvenile transfer policies, juvenile court decisions, the
effectiveness of juvenile corrections, and delinquency prevention and intervention.
Course Materials
• Juvenile Justice in America
Clemens Bartollas – University of Northern Iowa
Matthew Makarios – University of Northern Iowa
©2023 • Prentice Hall
Course Assignments
• Exams (50 points each – 150 points)
There are three (3) multiple-choice exams. The exams are not cumulative but will be
based on the chapters presented immediately preceding each exam.
• Final exam (100 points)
There will be final exam for this class. The format for the exam may consist of some type
of multiple choices, fill-in-the-blanks, and/or essay questions that pertain to all of the
information presented.
• Instructor assignments (10 points each – 70 points)
Assignments will be given out throughout the semester. Students are expected to
complete each assignment and submit them on the due date.
• Essay or Critical Thinking (10 points each – 130 points)
Students will complete an essay or critical thinking assignment for each chapter.
• Project Paper (50 points)
Students will write a research paper about a career in juvenile justice that is of interest
to the student. The paper will be in APA format and contain an introduction, the body of
iv
Copyright © 2024 Pearson Education, Inc.
