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101
TEST ITEM FILE for Juvenile Justice in America, 8e (Bartollas/Miller)
Chapter 1 Juvenile Justice: An Overview
1.1 Multiple Choice Questions
1) The premise of parens patriae at the Cook County Juvenile Court was that it allowed the
juvenile courts to ________.
A) treat youthful offenders
B) punish the families of youthful offenders
C) isolate youthful offenders from society
D) punish youthful offenders
Answer: A
Page Ref: 4
Objective: Retrace the journey of juvenile justice in the United States
Level: Intermediate
2) In colonial times, youths were punished by ________.
A) sheriffs
B) watchmen
C) magistrates
D) their families
Answer: D
Page Ref: 4
Objective: Retrace the journey of juvenile justice in the United States
Level: Intermediate
3) In Europe during the middle ages, who assumed control over children and their welfare before
it was turned over to the Chancery Court?
A) constables
B) shire reeves
C) the landowners
D) circuit judges
Answer: C
Page Ref: 4
Objective: Retrace the journey of juvenile justice in the United States
Level: Basic
4) Parens patriae focused on the ________ as the one who protected his or her subjects.
A) self
B) sovereign
C) god
D) family
Answer: B
Page Ref: 4
Objective: Retrace the journey of juvenile justice in the United States
Level: Basic
102
5) In the late 1700s and early 1800s, the ________ was believed to be the primary source of
youths' problems.
A) school
B) peer group
C) family
D) community
Answer: C
Page Ref: 8
Objective: Summarize the history of juvenile confinement
Level: Basic
6) Early Houses of Refuge were run using a ________.
A) family model
B) deterrence model
C) rehabilitation model
D) punishment and penitence model
Answer: A
Page Ref: 9
Objective: Summarize the history of juvenile confinement
Level: Intermediate
7) The penal system of the colonies was modeled after the ________ system.
A) German
B) Spanish
C) Norwegian
D) English
Answer: D
Page Ref: 7
Objective: Summarize the history of juvenile confinement
Level: Basic
8) Which of the following services did John Augustus instigate?
A) truth in sentencing
B) arranging for employment for youths on probation
C) placing children on probation in houses of refuge
D) domestic violence round up
Answer: B
Page Ref: 10
Objective: Summarize the history of juvenile confinement
Level: Intermediate
103
9) The liberal agenda of the 1960s and 1970s emphasized the ________.
A) increased focus on punishment
B) support of long-term confinement of juveniles
C) diversion of minor offenders from the juvenile justice system
D) increased use of training school
Answer: D
Page Ref: 13
Objective: Summarize the historical themes that guided the development of juvenile justice in
the United States.
Level: Intermediate
10) Studies on hidden delinquency and middle-class law breaking has taught that nearly all
juveniles ________.
A) are unhappy
B) get caught
C) break the law
D) are followers
Answer: C
Page Ref: 14
Objective: Summarize the historical themes that guided the development of juvenile justice in
the United States.
Level: Intermediate
11) Which of the following would proponents of the "get tough" philosophy support?
A) ensuring increased long-term confinement for juveniles
B) providing juveniles with all the procedural safeguards given to adults
C) keeping status offenders out of the juvenile justice system
D) urging the use of community resources in working with juvenile offenders
Answer: A
Page Ref: 13
Objective: Summarize the historical themes that guided the development of juvenile justice in
the United States.
Level: Intermediate
12) Early in the history of this nation, the poor newcomers were viewed as ________.
A) allies
B) honest
C) criminals
D) religious
Answer: C
Page Ref: 14
Objective: Summarize the historical themes that guided the development of juvenile justice in
the United States.
Level: Intermediate
104
13) Which of the following is a required function of the juvenile court?
A) obtain taped confessions from juveniles
B) prepare juveniles for their return to the community
C) supervise juveniles who have been released from training schools
D) deal with child neglect
Answer: D
Page Ref: 16
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
14) The processing of juveniles by the juvenile justice system usually begins when ________.
A) an intake official of the court decides to hold a youth in detention
B) police refer a youth to the juvenile court
C) a judge decides that a youth should be held and tried for a crime
D) the youth is moved to residential placement
Answer: B
Page Ref: 18
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
15) Which of the following is a responsibility of an agency other than corrections?
A) using residential programs to prepare youths for release
B) caring for youthful offenders sentenced by the courts
C) making sentencing decisions
D) supervising offenders released to probation by the courts
Answer: C
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
16) Which of the following terms is synonymous with an indictment?
A) disposition
B) custody
C) respondent
D) petition
Answer: D
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Basic
105
17) Which of the following concepts is in line with the justice model?
A) Juveniles should not be rewarded with procedural safeguards.
B) Community service should not be a substitute for confinement.
C) Juveniles must be punished in proportion to the seriousness of the offense.
D) The basic mission of juvenile justice is to rehabilitate youthful offenders.
Answer: C
Page Ref: 21
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Intermediate
18) Which of the following correctional models emphasizes punishment as the remedy for
juvenile misbehavior?
A) due process
B) least restrictive
C) rehabilitation
D) crime control
Answer: D
Page Ref: 21
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Basic
19) Which of the following is an objective of the balanced and restorative justice model?
A) Juvenile offenders should receive therapy rather than be institutionalized.
B) Indeterminate sentencing should be implemented for increased effectiveness.
C) Decision-making alternatives to formal court or other adversarial processes should be
provided.
D) Procedural safeguards should be granted to juveniles who have broken the law.
Answer: C
Page Ref: 22
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Intermediate
20) Which of the following is most concerned that juvenile offenders receive therapy rather than
institutionalization?
A) treatment model
B) justice model
C) crime control model
D) balanced and restorative model
Answer: A
Page Ref: 20
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Basic
106
1.2 True/False Questions
1) Juvenile justice in the United States began with the formation of the juvenile court in 1899.
Answer: FALSE
Page Ref: 4
Objective: Retrace the journey of juvenile justice in the United States
Level: Intermediate
2) The Illinois court was set up to operate on a formal basis.
Answer: FALSE
Page Ref: 6
Objective: Retrace the journey of juvenile justice in the United States
Level: Basic
3) The parens patriae philosophy permitted the Cook County Juvenile Court to take charge of
juveniles (children) in need.
Answer: TRUE
Page Ref: 6
Objective: Retrace the journey of juvenile justice in the United States
Level: Basic
4) Houses of refuge were started in the mid 1700s.
Answer: FALSE
Page Ref: 9
Objective: Summarize the history of juvenile confinement
Level: Basic
5) John Augustus is considered the father of probation.
Answer: TRUE
Page Ref: 10
Objective: Summarize the history of juvenile confinement
Level: Basic
6) Juvenile aftercare is as old as the juvenile institution.
Answer: TRUE
Page Ref: 11
Objective: Summarize the history of juvenile confinement
Level: Basic
7) The liberal agenda of the 1960s and the 1970s emphasized the increased use of training
schools for status offenders.
Answer: FALSE
Page Ref: 13
Objective: Summarize the historical themes that guided the development of juvenile justice in
the United States.
Level: Intermediate
107
8) The Reagan administration's crime control policy for juveniles emphasized a significant use of
rehabilitation.
Answer: FALSE
Page Ref: 13
Objective: Summarize the historical themes that guided the development of juvenile justice in
the United States.
Level: Intermediate
9) The "get tough" strategy for juvenile offenders is part of the least restrictive philosophy.
Answer: FALSE
Page Ref: 14
Objective: Summarize the historical themes that guided the development of juvenile justice in
the United States.
Level: Intermediate
10) A disposition hearing is basically a sentencing.
Answer: TRUE
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Basic
11) An adjudicatory hearing is a trial that can result in a conviction.
Answer: TRUE
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Basic
12) A petitioner in a juvenile court case is the prosecutor.
Answer: FALSE
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Basic
13) The treatment model is based on the belief that the basic mission of juvenile justice is to
rehabilitate youthful offenders.
Answer: TRUE
Page Ref: 20
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Intermediate
14) Those promoting the crime control approach wanted to give juveniles better protection
through procedural safeguards.
Answer: FALSE
Page Ref: 21
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Intermediate
108
15) In the balanced and restorative justice model, competency refers to the rehabilitation of
offenders.
Answer: TRUE
Page Ref: 22
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Intermediate
1.3 Short Answer Questions
1) The emerging ________ school contended that people were pushed into crime by forces
beyond their control.
Answer: positivist
Page Ref: 5
Objective: Retrace the journey of juvenile justice in the United States
Level: Difficult
2) The concept that gives the courts a legal basis for intervening in the lives of children is parens
________.
Answer: patriae
Page Ref: 6
Objective: Retrace the journey of juvenile justice in the United States
Level: Basic
3) The first juvenile institutions were called Houses of ________.
Answer: Refuge
Page Ref: 9
Objective: Summarize the history of juvenile confinement
Level: Basic
4) ________ schools are also called reformatories or industrial schools.
Answer: Training
Page Ref: 10
Objective: Summarize the history of juvenile confinement
Level: Intermediate
5) Ever since the colonial period, society has gradually taken authority away from the ________
and given it to the state for correcting the behavior of children.
Answer: family
Page Ref: 12
Objective: Summarize the historical themes that guided the development of juvenile justice in
the United States.
Level: Difficult
109
6) The ________ agenda emphasized the reduced use of training schools.
Answer: liberal
Page Ref: 13
Objective: Summarize the historical themes that guided the development of juvenile justice in
the United States.
Level: Intermediate
7) The "get ________" approach argues that juveniles should be punished rather than treated.
Answer: tough
Page Ref: 14
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Basic
8) Most juvenile court codes now require two types of hearings: the adjudicatory and ________
hearings.
Answer: disposition
Page Ref: 18
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Difficult
9) The justice model requires that punishment offenders receive must be ________ to the
seriousness of the offense.
Answer: proportionate
Page Ref: 21
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Difficult
10) The crime control model supports the view that ________ can be helpful in teaching a youth
to be responsible, diligent, and honest.
Answer: punishment
Page Ref: 22
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Difficult
110
1.4 Matching Questions
Match each term with its description.
A) a trial that can result in a conviction
B) a sentencing hearing
C) parole
D) a sentence to confinement
1) Adjudicatory hearing
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
2) Aftercare
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
3) Commitment
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
4) Dispositional hearing
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
Answers: 1) A 2) C 3) D 4) B
111
Match each term with its description.
A) a defendant
B) a prosecutor
C) a defense attorney
D) a probation officer
5) Juvenile court officer
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
6) Petitioner
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
7) Respondent
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
8) Minor
Page Ref: 17
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
Answers: 5) D 6) B 7) C 8) A
112
Match each term with its description.
A) emphasizes punishment as the remedy for crime
B) accountability, competency, and community protection
C) advocates for "just deserts"
D) Parens patriae, is the philosophical basis
9) Treatment Model
Page Ref: 20-22
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Intermediate
10) Justice Model
Page Ref: 20-22
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Intermediate
11) Crime Control Model
Page Ref: 20-22
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Intermediate
12) Balanced and Restorative Justice Model
Page Ref: 20-22
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Intermediate
Answers: 9) D 10) C 11) A 12) B
113
1.5 Essay Questions
1) What was the main difference between houses of refuge and reformatories?
Answer: The new Reformatories were essentially a continuation of the house of refuge.
• In houses of refuge:
(i) discipline was severe when the rules were disobeyed
(ii) treatment of the youths paralleled the routine nature of the facility's physical plant
(iii) the youths were dressed in institutional clothing and given identical haircuts
(iv) troublemakers were punished; placing offenders on a diet of bread and water or depriving
them of meals altogether
(v) milder forms of discipline were coupled with solitary confinement if a severe punishment
was deemed necessary
(vi) corporal punishment was used alone or in combination with other corrections
(vii) the worst offenders were shipped off to sea
In the nineteenth century Hutchins Hapgood the New York House of Refuge as a "school for
crime."
• Reformatories, also called training schools or industrial schools, were:
(i) developed in the mid-nineteenth century
(ii) stressed a longer period of schooling compared to houses of refuge
(iii) more exploitative, as manufacturers often inflicted cruelty and violence on juveniles during
working hours
(iv) punished the youths who slacked off on their work in the reformatory shops with the cato'nine-
tails
Page Ref: 9-10
Objective: Summarize the history of juvenile confinement
Level: Intermediate
114
2) Describe the differences in the appropriate application of the get tough and go soft approaches
to sentencing.
Answer:
• Get tough approach:
(i) was triggered by the failure of the reform agenda of the 1970s to address violent youth crime
and repeat offenders
(ii) is associated with the Reagan administration's crime control policy for juveniles
(iii) focuses on preventive detention, transfer of violent and repeat juvenile offenders to the adult
court, mandatory and determinate sentences for serious and repeat juvenile offenders, increased
long-term confinement for juveniles, and enforcement of the death penalty for juveniles who
commit "brutal and senseless" murders
(iv) led to a number of federal juvenile justice initiatives in the 1990s that went beyond those
implemented in the 1980s such as: establishing curfews; passing parental responsibility laws;
increasing efforts to combat street gangs; moving toward graduated sanctions; creating juvenile
boot camps; maintaining and strengthening current laws restricting juveniles' use of guns;
opening juvenile proceedings and records; transferring juveniles to criminal or adult courts; and
expanding sentencing authority over juveniles
• Go soft approach:
(i) first became popular in the 1960s when professionals and students became aware of the
extent of youth crime, the negative impact of delinquency labels, and the criminogenic and
violent nature of juvenile institutions
(ii) urges a least-restrictive philosophy, implying 'do not do any more than necessary with
youthful offenders'
(iii) entails keeping status offenders out of the juvenile justice system
(iv) provides juveniles with all the procedural safeguards given to adults
(v) supports use of community resources in working with juvenile offenders
Page Ref: 14
Objective: Present the structure and procedures of juvenile justice agencies in this nation
Level: Intermediate
115
3) Name the four basic correctional models in the juvenile justice system and briefly describe
their philosophical bases.
Answer: Treatment model: the state must step in and exercise guardianship over a child found
under adverse social or individual conditions
Justice model: both juvenile and adult offenders are volitional and responsible human beings
and, consequently, deserve to be punished if they violate the law. The punishment they receive
must be proportionate to the seriousness of the offense. Fogel's model proposed:
• end of the indeterminate sentence and parole
• the initiation of uniform sentencing, and
• the establishment of correctional programming based solely on the compliance of inmates
Crime control model: punishment deters crime
Balanced and restorative justice model: refers to system-level decision making by administrators
to "ensure that resources are allocated equally among efforts to ensure accountability to crime
victims, to increase competency in offenders, and to enhance community safety." The three goals
are accountability, competency, and community protection.
Page Ref: 20-23
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Intermediate
1.6 Critical Thinking Questions
1) You are a juvenile probation officer with a 16 year-old female client whose initial crime was a
joy-ride vehicle theft. While on probation your client commits an aggravated assault. The judge
asks you to work with the prosecutor to come up with an appropriate disposition to recommend
for the offender. You are a supporter of the least-restrictive approach and the prosecutor is an
advocate of the get-tough approach. The prosecutor adamantly pushes for incarceration. Would
you be likely to agree with her recommendation? Why or why not?
Answer: Yes.
• The least-restrictive approach is not completely anti-incarceration. This approach is
somewhere in-between get-tough and go-soft approaches. An important factor in deciding the
disposition of an offender is the seriousness of the crime.
• Normally, an advocate of the least-restrictive approach would ask the court to do no more
than necessary with youthful offenders, but juveniles who commit serious crimes or continue to
break the law are presumed to deserve punishment rather than treatment because they possess
free will and know what they are doing.
• Their delinquencies are viewed as purposeful activity resulting from rational decisions in
which the pros and cons are weighed and the acts that promise the greatest potential gains are
performed.
Page Ref: 14
Objective: Summarize the historical themes that guided the development of juvenile justice in
the United States.
Level: Difficult
116
2) Suppose there were an opening for a judge in your town. The city council asks you to serve on
the committee who will interview the candidates and then recommend a judge that would be a
good fit for your community. They tell you they want someone who believes in rehabilitating
offenders and not too quick to incarcerate. These are your four candidates:
John Smith, an advocate of the treatment model
Harold Reed, and advocate of the justice model
Jim Jones, an advocate for the crime control model
Thomas Wu, an advocate for the balanced and restorative justice model
Which of these candidates would likely be the best fit for what the city council is looking for?
Why?
Answer: John Smith, an advocate of the treatment model
• In the treatment model, the state is represented by the juvenile court and deals with children
differently than it does with adults, by substituting a more informal and flexible procedure.
• In the treatment model, a fatherly and benevolent juvenile judge would gently, and in a
friendly manner, probe the roots of the child's difficulties in the court room.
• The mental, physical, and social needs of the child are the focus of the treatment model, and
many rehabilitation efforts are implemented before the juvenile is processed into the
system.
• The treatment model encountered considerable criticism in the late twentieth century, but it is
experiencing a resurgence of research and interest in the early twenty-first century.
Page Ref: 20-23
Objective: Examine the various philosophies and strategies for correcting juveniles
Level: Difficult
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