criminology paper 1[1650]

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1 Coleman Crime has been part of our society since the beginning of time. An underlining question for crime is why people commit crime. Today it is easy for people to commit crime because lack of job opportunity, peer pressure, high unemployment rates, family and social issues, and environmental and cultural issues. Many theorists have questioned this theory and created theories that try to explain the motivation behind people committing crimes. Some theorists focus on why, while others focus on why not. Theorists attribute crime to economic, social, and or cultural problems. As a society we use these different theories to develop early intervention programs to help solve the problem people use to explain their criminal behavior. Many crimes prevention programs work. Others don’t. Most programs have not yet been evaluated with enough scientific evidence to draw conclusions. We need to spend more time and money on the prevention of crime diversion before individual are lost in the system. Program The Adolescent Diversion Project (ADP) at Michigan State University an 18-week diversion program, started in 1976 and designed as a diversion program for juveniles within the criminal justice system. ADP was created to combat the rising number of juvenile crime and a cost saving measure that’s an alternative to the formal process. The programs work by diverting the formal process of the juvenile justice system to community-based services. The Adolescent Diversion Project target population is young offender’s male and females 13 to 15 years old from suburban and urban areas who are considered delinquent. ADP’s main goal is strength the youth attachment to family, prosocial individuals and giving the youth access to different resources throughout the community. The key community partners were the chief Juvenile Court judge, the Court administrator, the Chief of Police, commissioners from the County Board, and probation officers from the Intake Division of the Juvenile Court. The judiciary, administrators, and

2 Coleman commissioners served in an advisory capacity for project and intervention design. The probation officers provided referrals to the ADP and assisted with training students. Also, the Psychology Department at Michigan State University, and undergraduate psychology students that carry out the structured mentoring program. It is noted that student volunteers are given an 8-week behavioral intervention training and are closely supervised while they work with juveniles’ participants in this program. This program typically pushes for, youth to be diverted before the point of arrest so they are warned and released, referred to community-based services, or issued a civil citation keeping them away from the traditional proceedings. Process The APD program is broken into two phases the first 12 weeks known as the action phase the case worker works closely with the juvenile, spending 6 to 8 hours a week in the community and at their homes and schools, to provide assistance with acts of service developing useful skills while the last 4 week, follow up phase, the case work spends less time with the juvenile but still has the expectation of the juvenile to continue using their skills. Juveniles participating in the APD program work one-on-one with caseworkers to provide them with specific tailored goal to match their needs. Caseworks focus is on improving juvenile’s skills in school issues, employment, free time activities, and family relationships. The purpose of this program is for the young offenders to continue to use the skills learned from their case worker to stay on the right path and out of the criminal justice system for years to come. Theories APD was created based of three criminological theories: social control which and bonding, social learning, and labeling theory. Social control theory highlights how social bonds

3 Coleman play a major role in preventing delinquent behavior (Hirschi, 1969). Social learning theory underlines that delinquency is learned from close interactions with peers, family, and others (Akers, 1990). Social- interactionist Theory suggest that labeling an individual as deviant will bring out their deviant behaviors (Becker, 1963). Hirschi’s social control theory has four elements: attachment to others, Commitment to society, involvement I conventional activities, and belief in society’s normative values (Stronger, 2016). APD addresses these elements by having students in the community teaching the juveniles available community resources, improving their free time activities, pushing them be more involved in the community in a positive way. When a person commits a delinquent act, they are acting on impulse based on actions learned from others. Initially during childhood, individuals learn actions and behavior by watching and listening to family, friends, and individuals they have close social contact through. This program influences the participants to closely interact with member of the community. The use of diversion allows youth to avoid stigmatized labels like “offender” or “delinquent” and the traumatizing experience of the formal juvenile court process for minor offenses. Outcomes A study by Smith and colleagues (2004) on ADP found that participants in the program has a lower rate of recoded delinquency recidivism compares to participants in the control condition with statically significant differences. This study proves that the theories: social control and bonding, social learning all have elements used by this program that are proven by the two studies to be beneficial to diverting juvenile youth offender. The ADP program provided

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4 Coleman a safer community. For each juvenile offender referred to the ADP, there were direct savings (in 2009 dollars) of approximately $5,000. Over the course of the partnership, ADP has saved the local community over $20,000,000. (Davidson, 2009). Research show that the longer the program is set into place the more cost effective it will become. The evidence here suggests that taking a hands-on intervention approach instead of following the normal court proceeding process for juvenile offenders can be beneficial if the system was separated. From this program I also learned that service delivery by nonprofessionals may be both more effective and less costly than relying on credentialed professionals. The goal of the ADP program is to provide effective and affordable treatment for juvenile offenders, and which was successful. In the future The ADP program could be implemented in both rural and urban communities. The program can be designed to be carried out by either college students or community volunteers but can manipulated to expanded to work with government social workers

5 Coleman References Akers, Ronald L. 1990 “Rational Choice, Deterrence, and Social Learning Theory in Criminology: The Path Not Taken.” The Journal of Criminal Law & Criminology 81(3):653–76 Davidson, William S. II, Michigan State University. “ Adolescent Diversion Project”. East Lansing, Mi : University of Distinguished Professors Hirschi, Travis. 1969. Causes of Delinquency . Los Angeles, Calif.: University of California Press. Smith, Emilie Phillips, Angela M. Wolf, Dan M. Cantillon, Oseela Thomas, William S. Davison. 2004. “The Adolescent Diversion Project: 25 Years of Research on an Ecological Model of Intervention.” Prevention & Intervention in the Community 27(2):29–47. Stogner, J. M. (2016). The nature and theory of crime . Cognella Academic Publishing. https://crimesolutions.ojp.gov/ratedprograms/332#em

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