JUVENILE JUSTICE SYSTEM

ABSTRACT Children are not born as delinquents. Most of the children become delinquents due to the socio-economic circumstances in Bangladesh, not by their choice. Juvenile delinquency has emerged as a matter of serious concern in recent times with the rising number of children involved in unlawful activities. However, day by day the number of male and female delinquents is increasing and they are involved in different types of offences such as theft, hi ac!ing, carrying illegal arms and drugs, !illing, traffic!ing, smuggling and fraudulent activities. "hey have become victims of various socio-economic circumstances li!e poverty, lac! of guidance, e#tensive use of satellite channels, misuse of internet and peer pressure etc. Consequently, present social structure destroying uvenile$s childhood resulting in denial of their rights, for e#ample% family life, education, health, games, care and protection. "his particular problem requires special care, positive attention and child-friendly attitude for their protection and prevention. INTRODUCTION Juvenile delinquency is a comple# problem in the current world. &enerally 'Juvenile (elinquency$ means the offence committed by children under a particular age limit. )t is a serious problem in the society because the root of adult criminality lies in uvenile delinquency. *s many other countries in the world, uvenile delinquency is a ma or issue of concern in Bangladesh. Bangladesh is one of the poorest countries in the world with +,- of the population living below the poverty-standard. "he demography of Bangladesh consists of ./- of the population under 0 years, /1- under .0 years and +2- under .1 years of age. *bout 1,- people cannot fulfill their basic human-needs due to their poverty associated with acute problem of unemployment, over-population, illiteracy, malnutrition and natural calamities etc. *mong the many problems that Bangladesh is currently facing, uvenile delinquency is a serious problem and recently has received considerable attention. Juveniles get easily involved in unlawful activities by their surroundings. 3o, the socio-economic structure and condition of Bangladesh are the root causes of uvenile delinquency, such as poverty, parents$ ignorance, low level of education, insufficient religious practice, cultural conflict, impact of migration, political instability, e#tensive

use of satellite channels, misuse of internet, negative effect of media, drug business, peer pressure, lac! of opportunity and consequent frustration etc. (eficient self-control and insufficient control by the parents, guardians and society also lead them off trac!. *t present, the traditional offences of uveniles are not only limited withintelling lies, running away from schools, stealing and teasing girls4 they are also involved in unlawful, anti-social and suspicious activities which greatly affect the law and order situation of the society and the country at large. However, day by day male delinquents are increasing and they are involved in different types of offences such as murder, theft, hi ac!ing, acid-throwing, arms and drug peddling, !illing, eve teasing etc. 5emale delinquents are also involved in different types of offences such as traffic!ing, hi ac!ing, smuggling, carrying illegal arms and drugs, !eeping counterfeit coin and fraudulent activities. "hus, a large number of children- both male and female are involved with criminal offences, are the victims of socio-economic condition and denial of legitimate rights for education, health-care, shelter, and protection. However, because of their physical and mental immaturity, they are susceptible to become victims of social in ustice and require special rights to protect them as well as to meet their unique needs. JUVENILE DELINQUENCY: MEANING AND DEFINITION 'Juvenile delinquency$ refers to antisocial or illegal behavior by children. 3o, the uvenile delinquency is the term used for offence committed by children under a particular age limit. *ccording to the Children Act, 1974, the age limit of children is .6 years in Bangladesh. But in United Nations Convention on the Rights of the Child (UNCRC), 1989 ' uvenile$ refers to a person under the age of .1 years. 3o, children laws and policies in Bangladesh are not consistent with UNCRC. "he definition of a child or a uvenile is not uniform in the laws of Bangladesh. 7ach state has its own precise definition of the age range covered by the word 8 uvenile9. *ccording to :enal Code .16, ;3ection- 1<=, 8>othing is an offence which is done by a child under seven years of age9. *ccording to :enal Code .16, ;3ection- 1/=, 8>othing is an offence, which is done by a child above ? years of age, and under .< of immature understanding.

 *ccording to 7nglish Common @aw, 8* child below 2 years can not commit crime and in *merica up to .6 years is consider as a child and he can not commit crime9. *ccording to Cyril Burt,9 (elinquency as occurring in a child, when his antisocial tendencies appear so grave that he becomes or ought to become the sub ect of official action9. "he second Anited >ations Congress on the :revention of Crime and "reatment of Bffenders ;.?6,= states, 8By uvenile delinquency should be understood the commission of an act which, if committed by an adult, would be considered a crime9. C. B. Mamoria writes, 8"he phrase ' uvenile delinquency$ may be loosely used to cover any !ind of deviant behavior of children which violates normative rules, understanding and e#pectations of social system9. *ccording to 3utherland, 8Breach of prescribed law is crime and if is done by a child then it is called uvenile delinquency9. @egal definition by *merican Children Bureau, 8*n act committed by child violating the state or municipal law is called uvenile delinquency9. )n simple words, it can be said that Juvenile (elinquency is a !ind of abnormal or antisocial behavior by a uvenile who is below an age specified by statute. "able -.% *ge limit of uvenile delinquents in some *sian countries% Country Myanmar )ndia :hilippines "hailand Japan *ge limits of uvenile delinquents 2-.6 2-.6 ?-.6 2-.1 .+-<,

"able - <% *ge limit of uvenile delinquents in some 7uropean countries% Country 7ngland 5rance *ustria :oland &ermany *ge limits of uvenile delinquents 1-.2 ./-.6 .+-.1 ./-.2 .+-.1

Source: United N tion! "#$%&' Co() r ti*e Sur*e+ on Ju*eni,e De,in-uenc+. ) rt/i*. A!i nd F r E !t. Ne0 Yor1. ")23'2

JUVENILE DELINQUENCY IN SOME VEI4: Children often test the limits and boundaries set by their parents and other authority figures. *mong adolescents some rebelliousness and e#perimentation is common. However a few children consistently participate in problematic behaviors that negatively affect their family academic social and personal functioning. "hese children present great concern to parents and the community at large. (elinquency a legal term for criminal behavior carried out by a uvenile is often the result of escalating problematic behavior. (efinitions of delinquency vary among different groups. "o alleviate confusion we describe four perspectives on delinquency% 5 A 6 rent , Vie0%

:arents may define disruptive and delinquent behavior as disobedience fighting with siblings destroying or damaging property stealing money from family members or threatening parents with violence. 5 An Educ tion , Vie0: 3chool staff members often regard delinquent behavior as that which interrupts or disturbs classroom learning violates the school code of conduct and threatens the safety of faculty and students. 5 A Ment , 7e ,t8 Vie0: Mental health professionals consider delinquency to include a wide range of disruptive behaviors that may involve aggression toward others or animals destruction of property deceitfulness theft and violations of curfew and school attendance. 5 A Le9 , S+!te( Vie0: "he ma ority of states and the federal government consider persons under the age of .1 to be uveniles. However when children under this age commit serious crimes ;for e#ample murder= they may be prosecuted as adults. 5rom a uvenile ustice perspective delinquent behavior is divided into two categories% CstatusC offenses and CdelinquencyC offenses. 3tatus offenses are those acts which would not be considered offenses if committed by an adult4 they include acts such as truancy ;s!ipping school= running away alcohol possession or use and curfew violations. (elinquency offenses involve destruction or theft of property commission of violent crimes against persons illegal weapon possession and possession or sale of illegal drugs. TY6ES OF JUVENILE DELINQUENCY: HBD7E( B7CF7E ;.?664 <<6-/1= has referred to four types of delinquencies% individual delinquency group supported delinquency organiGed delinquency 3ituational delinquency.

HEef% Eam *hu a, 3ociological CriminologyI CLASSIFICATION OF JUVENILE DELINQUENTS: C@*33)5)C*")B>3Jor typologiesJof delinquents are numerous. "his is not surprising in view of the heterogeneous nature of the phenomena called delinquency. "hese are not confined to any one discipline, but overlap many, e.g., the law, sociology, psychiatry and psychology, and penology. 5rom all of these disciplines have come attempts to classify anti-social behaviour or delinquent types. 3ome of these are too academic or too restricted to their own discipline to contribute much to the management of delinquents, but others are sufficiently comprehensive and fle#ible to allow for inter-loc!ing or use in con unction with others. )n other words classifications of delinquency from different disciplines need not necessarily be mutually e#clusive, but rather can be complementary to each other. )t may well be in fact that we must thin! more in terms of multidisdplinary typology. )t is particularly difficult to develop a really satisfactory typology for adolescent delinquents because the more one sees of them, and the greater depth at which one wor!s with them, the more difficult it becomes to fit the individual into a type. Ket it is necessary to have some typological frame of reference for all offenders, and particularly for the teenage group, from the point of view of treatment. "o be of practical value an attempt at categorising adolescent delinquents into types must not only be based on the treatment needs of the different types, but also must consider treatment possibilities and facilities. HF. E. H. D*E(EB: (Glasgo )I Juvenile delinquents have been classified by different scholars on different bases. 5or e#ample% Hirsh has classified them in si# group on the basis of offences committed )ncorrigibility ; for e#ample% !eeping late hours, disobedienceL= "ruancy @arceny ;ranging from petty theft to arm robbery= (estruction of property;including both public and private= Miolence ;against community by using weapons=

 3e# offences ;ranging from homose#uality to rape= 7aton and :ol! ;.?6?=have also classified delinquents into five groups according to the types of offence% minor violations ;including disorderly conduct and minor traffic violation= ma or violations ;including automobile theft = property violation addictions ; including alcoholism and drug addictions = bodily harm ;including homicide = Eobert "ro anowicG ;.?2/%0?= have also classified delinquents as *ccidental *ggressive Bccasional :rofessional and gang organiGed. :sychologists have also classified uvenile delinquents on the nasis opf their individual traits into four groups% Mentally defective :sychotic >eurotic and 3ituational. HEef% Eam *hu a, 3ociological CriminologyI CAUSES OF JUVENILE DELINQUENCY: "here is no single cause or simple e#planation for the development of delinquent behavior. *ccording to Healy and Bronner, the causes of uvenile delinquency are% Bad company

*dolescent instability and impulses 7arly se# e#perience Mental conflicts 7#treme social suggestibility @ove of adventure Motion picture 3chool dissatisfaction :oor recreation 3treet life Mocational dissatisfaction 3udden impulse :hysical condition of all sorts imitation

"he causes of Juvenile (elinquency may be classified under three ma or factors% "A' Soci , F ctor!: Bro1en 7o(e!: British and *merican investigation reveals that nearly 0,- of the delinquents come from bro!en homes. "he home may be bro!en up by death of one or both of the parents, or by prolonged illness or insanity, desertion or divorce. )nteraction in home is a very important means for socialiGing the child. Bro!en home can leads to delinquent behavior on the part of the children. 6o*ert+: * very large proportion of delinquent children come from poor homes. "hey commit their offences as members of gangs. Aday 3han!ar$s study has revealed that as many as 1/- of the children come from poor families De,in-uenc+ Are !: "he delinquents mostly comes from the area of poor housing, overcrowding and the areas in which cinema houses, hotels, night club, liquor shops are found in a large number. Co() nion! nd G n9!: *s a child grows older he goes into the neibourhood and becomes a member of the play group or peer group. )f by chance he oins the group or gang that fosters delinquents attitudes he is also li!ely to become a delinquent. )n cities, in slum areas peculiar social groups called gangs are found. &enerally the

gangs start as a play group. )n the absence of play ground facilities, the children group will start playing in street and finally organiGe themselves into gangs. Charles 3haw has opined that 8delinquency is a product of community forces9. Be99 r+: Child beggars mostly come from either very poor families or bro!en homes. "hese children are betrayed of the needed love and affection of the parents. *s beggars they get annoyed to see others en oying life. 3ome of them may even become revels. "hey realiGe that only through deviant behavior practice, they can satisfy their desires and meet their needs. "hey thus become delinquents. Ot8er Soci , or En*iron(ent , F ctor!: 3chool (issatisfaction 5ilm and :ornographic @iterature (eep- seated inner desires. "B' 6er!on ,it+ F ctor!: Ment , De:icienc+ in De,in-uenc+: ). N of delinquent children is 10 and Aday 3han!ar found that it was 1/. "hese and many other studies have revealed that the average intelligence of uvenile delinquents is certainly lower than the average intelligence of the normal group of children of the same age. )t is quite to assume that the dull and mentally handicapped or defective adolescents do not have the necessary insight to ma!e distinctions between right and deviant methods and behavior. 3uch children are often used by the more intelligent children of the gang or the adults for their criminal purpose. E(otion , 6ro;,e( o: t8e Indi*idu ,: Mental troubles and emotional malad ustments are strong factor in delinquency. 7motional problem of inferiority, ealousy, and being thwarted are very common among the delinquent children. Healy and Bronner in their study of .+/ delinquents found that ?<- of them revealed emotional disturbances. *ccording to :sychoanalytic view, the delinquent is an individual who is governed by the pleasure principle. He want to get immediate pleasure and satisfactory for his needs. 3o he becomes a victim to his own impulse.

"C' Se !on , V ri tion! F ctor!: Mac)ver, in discussing geographic factors has pointed out that geographical variables such as climate, topography, are not the determinants of society and culture but they merely present the limiting conditions. However the more primitive the technology the more direct is the influence of geography. "his means that in monsoon country li!e Bangladesh the influence of the seasons would be of a more limiting nature. 3pecially, until the technology and economy advance to the stage where flood control becomes a reality, where scientific techniques of agriculture supplement traditional methods and industrial revolution li!es place, sectionals variations must be rec!oned with. "hus, it may say that uvenile delinquency is the result of both social or environmental and personal or individual factors. )t must be stated that the nature of uvenile delinquency among male uveniles differs radically from those of girls. Boy are more prone to offences such as, theft, pic!poc!eting, gambling, eye teasing, obscenity, cruelty, mischief, etc. while the offences commonly committed by girls include se# involvements, running away from home, truancy and shop lifting. )t is further noteworthy that delinquency rate among boys is much higher than those of girls, the reason being that boys by nature are more adventurous and enduring than those of girls. "D' 6o,itic , F ctor!: *t the present time this factor playing a vital role to creating uvenile delinquents. :olitical leaders use children as a weapon for illegal purpose. 5riends circle is also liable for this. "he members of their circle are associated for recreation, money, passing time etc. 5or these reason, when they come to the abnormal political environment, they caught by the illegal political gains and ne#t time they turn into uvenile delinquents. Bn the other hand, there is a great relation among the political factors, seasonal variations factors, personal factors and social factors.

 JUVENILE COURT: Juvenile court is special court of Juvenile delinquent. "his court identifies the cause of committing crime and gives opportunity to reform. Juvenile do crime without understanding the nature of crime and !ind of punishment. Juvenile courts are first established in *merica. "he movement of special treatment of Juvenile offences started towards the end of the .?th century. *ccording to Children *ct .?2+, these following courts impose the power of Juvenile court O High Court (ivision of the 3upreme Court. 3ession Judge Court. *dditional 3ession Judge Court 5irst Class Magistrate Court

Bb ectives of the Juvenile court% there are some ob ectives to establish Juvenile court these are O "o identify the case of committing crime and give opportunity to reform. )t is inhumanity to do udge Juvenile and adult criminal under some method and give some punishment. )t !ills time. 3o for speed trial and correct udgment it needs to establish separate court. Eead ust the Juvenile delinquent in society is easier by court. T7E C7ARACTERISTICS OF JUVENILE COURT: "he Juvenile court the only and first of its !ind in Bangladesh is entrusted with the responsibility of trying case in which persons bellow .6 years of age are changed against the commission of offence under the act. Juvenile reformation >o law year accepted 3hortly udgment system Judgment system li!e home

Judgment the social position (o not declared as criminal 7mphasis on reformation Eeform udgment as physical and mental fitness )t is registrants based program "he court try to remove delinquency by understanding between themselves Juvenile delinquent is pointed by giving award )t is a close system not open *fter reformation he may be a social part >o collaboration committed )t is very important to !eep eyes over their physical and mental fitness.

AIMS OF JUVENILE COURT: "o determine the causes of uvenile delinquency. "o reformation the character of institutional facilities. uvenile delinquent by giving

"o reformation the character of uvenile delinquent by giving social facilities. :robation- by which the uvenile delinquent may be free. "his court does not follow the procedure as li!e as criminal court "his court helps the uvenile delinquent under the auspices of the government. *lso the physical and mental treatments are given to the uvenile delinquent under the auspices of the government.

JUVENILE CORRECTIONAL INSTITUTIONS: Eeformation of offenders is the central theme of domiciliary treatment in those correctional institutions. "he institutions such as Bbservation homes.

Juvenile homes. 3pecial homes. Eeformative schools. Borstal. Certified schools. 3eparated schools and hostels for the children of prostitutions. C7ILD DEVELO6MENT CENTER:

"he word correction means 'to improve the criminal behavior$. )nstitution means an organiGation that has a particular purpose and interest. 3o the correctional institution means the organiGation of improving the criminal behavior. "he main philosophy of correctional institution is to rehabilitation. "here are many correctional institutions in Bangladesh, namely ail, prison, child development center etc. Jail and prison are mainly used for adult criminal. "hey did not widely chance for reform himself. Child development center are mainly used for uvenile delinquents. Bne of the ma or parts of the total population is uvenile. >ow a huge number of uvenile are delinquent in our society. "o reform the uvenile delinquency, our government established three Child development centers institutions in our country, among them two are being used to rehabilitate the male uvenile delinquents and other one is being used to rehabilitate the female uveniles. "hey are situated in% Fishor Annoyan Fendra. "ongi, &aGipur, Dhich provide <,, seats and also <,, seats under construction. Fishori Annoyan Fendra. Fonabari, &aGipur, whose capacity is .0, seats. Fishor Annoyan Fendra. Jessore. "he rated capacity is .0, seats. *ll these correctional centers have a uvenile delinquent court, a remand home and a correction center. *ll these development Centers mainly emphasiGed on% )nstitutional based correction. Community Based correction. Tec8ni-ue! o: C8i,d De*e,o)(ent Center:

 3ocial case wor! Eapport building Motivation Counseling 3ocialiGation Behavior development; group meeting= 5amily observation and guidance Ot8er !u))orti*e )ro9r ((e!: &roup activities. Eeligious P moral teaching. Cultural programme or diversional programmes. &eneral 7ducation. Manual wor!. 3ports P physical e#ercise. :hysical infrastructure. Voc tion , Tr inin9 6ro9r (!: "he purpose of vocational training programs of development centers is to ma!e them s!illed so that after their release they can employ them in profession. "he institutes have the following training programs% Fishor Fendra. &aGipur, Annoyan Fishor Annoyan Fishori "ongi, Fendra. Jessore. Fendra. &aGipur *utomobile Delding 7lectrical Diring 7lectronics Annoyan Fonabari, P

"ailoring P )ndustrial sewing *utomobileP Delding 7lectrical

"ailoring )ndustrial sewing. 7mbroidery. 7lectronics. :aultry.

Diring Dood Dor!s

COMMUNITY BASED CORRECTIONAL 6ROGRAMME: :robation is one of the measures, which may be used by courts as an improved form of non- custodial alternative in place of incarceration. "he magistracy is increasingly using this correctional device in modern times. "he term probation is derived from the @atin ward ' !ro"are$ that means 'to test$ or to 'prove$. *ccording to Homer s cunnings, 8:robation is a mater of discipline and treatment. )f probationers are carefully chosen and supervision wor! is performed with care and caution it can wor! miracles in the field of rehabilitation. (onald "aft defines probation as the postponement of final udgment or sentence in a criminal case, giving the offender an opportunity to improve his conduct and to ad ust himself to the community, often on condition imposed by the court and under the guidance of supervision of an officer of the court. )n case of uvenile probations, non-criminal procedure is adopted and it less formal. "hus the system of probation involves restriction on the liberty of probationer and refrains him from disapproved behavior or conversely, compels him to perform certain required acts, which may be ir!some or even painful to him.

6RINCI6ALS AND 6ROCEDURE OF A SUCCESSFUL 6ROBATION SYSTEM: )n ideal probation system should be research based and problem should be identified specifically. Dho will go what type of correctional institute4 it cannot be !nown without it.

 )n depth interview and observation should required in personal level. )ncase of different fact, different measure might be ta!en. 3ocio-economic condition needs to analysis to give a criminal probation. Because socio-economic condition can affects a man to commit crime. *ppropriate program should be ta!en in probation. "he duration of probation should not be predefined. :robation period should be defined according to the offender$s nature and nature of the offence. Criticism of his family and other social and environmental factor from when he has grown up. 3hould be suggest or prescribe relevant program together and for offences according to his necessity. "raining if the probation officer is very important factor. Honest, smart, friendly and appropriate person should be recruiting as probation officer. Because the attitude if probation officer influence the probationers. "he salary of the probation officer should be reasonable and satisfactory as the can devote their self in such activity fully and willingly. "e relationship between probation officer and probationer should be normal and friendly. "a!ing any decision offender will ta!e suggestion fran!ly. Eegular report of the probationer should be submitted on the court timely.

 "he scope of rehabilitation should be creating if required. 5or this rehabilitation, financial support should sometime be given. * specific aim or wor!ing field should be opened before him. :hysical and mental support should be providing. )f probationer able to rehabilitate and improve him, he should not treat as criminal and if he fails to reform he must go through the court and ta!e appropriate punishment.

6AROLE: Bne of the most important but controversial devices for reducing pressure on prison institutions is the selective release of prisoner on parole. Historically parole is a concept !nown to military law and denotes release of a prisoner of war on promise to retune. *s defined by J.@.&illin, parole is the release from a penal or reformative institution, of an offender who remains under the control of correctional authorities, in attempt to find out whether he is fit to live in the free society without supervision. *ccording to (onald "aft, parole as a release method which retains some control over prisoners, yet permits them more normal social relationship on the community. :arole is a release from prison after part of the sentence has been served, the prisoner still remaining in custody and under stated conditions until discharged and liable to return to the institution for violation of any of these conditions.

6RINCI6ALS AND 6ROCEDURE OF A SUCCESSFUL 6AROLE SYSTEM:

 "he prisoner should be identifying firstly who are appropriate for parole program. "he physical and mental ability needs to see for send him parole. )f the attitude of the prisoner shows that if he is ta!en under parole, he would be batter than the parole program can be ta!en over him. "he social perspective needs to observe before give parole. )f public sentiment grows ban impression in it, the parole should not give. "he scope of rehabilitation should be creating if required. 5or this rehabilitation, financial support should sometime be given. Ander the parole time he needs to !eep in a clean environment, which is favorable to reform him. "e relationship between parole officer and that criminal should be normal and friendly. "his relation is important to reform him. 6REVENTION MET7ODS"ACCORDING TO FBI': "he prevention of delinquency requires identifying at-ris! individuals and their environments before delinquent activity and behavior occur and then removing such ris! factors or strengthening resistance to the ris! factors already present. "he most logical starting place for prevention efforts is the family. Q Build family cohesiveness and parentRchild relationships by ta!ing time each wee! to have fun as a family spending .,R.0 minutes alone with your child at least once a wee! and listening attentively to your child. Q Monitor your childSs activities% always as! where your child is going with whom and when your child will be bac!.

Q 3et logical rules for behavior according to your childSs age and then apply ageRappropriate consequences fairly and consistently when the rules are bro!en. Q &et to !now your childSs friends and their families. Q *dopt a democratic parenting style by allowing your childSs voice to be heard% listen respectfully when your child is tal!ing and ma!e good eye contact at all times. Q Bffer to help with academic problems and show concern about your childSs studies and behavior in school. *t the end of each day as! what went well in school and what problems occurred. Q "al! to your child about peer pressure and the physical and emotional changes e#pected during the teen years. Calmly e#plain what you e#pect from your child in the way of appropriate behavior. Q *ssist your child in ma!ing good decisions by being a good role model% ma!e good decisions yourself and show your child how to evaluate the consequences of planned and completed behaviors. Q Ase natural or logical consequences ;rather than punishment= in applying discipline. 5or e#ample if a child writes on the wall a logical consequence would be for her to scrub the wall clean and paint it. Q 7nroll your child in youth recreational activities such as BoysS and &irlsS Clubs e#traRcurricular sports clubs at school and athletic programs run by the KMC* and other wellR!nown nonRprofit agencies. )f the methods stated above are already in place but are not wor!ing as effectively as you would li!e then it may be time to consult a professional. "reatment is the ne#t step. 47AT IS C7ILDREN JUSTICE< ChildrenSs ustice is about not only the treatment of children in conflict with the law, but also about the root causes of offending behavior and measures to prevent such behavior. Dor! in the field of childrenSs ustice therefore has two ma or strands% prevention and

 :rotection. 6re*ention: "his wor! aims to ensure that children do not come into conflict with the law in the first place and therefore do not come into contact with the formal criminal ustice system. "he causes of children offending are wide ranging and comple#, and include poverty, bro!en homes, lac! of education and employment opportunities, peer pressure and lac! of parental guidance. "hese causes need to be tac!led with a range of social and economic interventions, including programmes for education, poverty reduction, s!ills development, parent counselling and ob creation. 6rotection: *t the same time, measures are needed to protect children who are already in conflict with the law, in order to deter them from reoffending and to promote their rehabilitation and smooth their reintegration bac! into society. :rogrammes and pro ects that focus on protection generally include one or more of the following features% advocating for law reform, to ensure that national legislation conforms with international standards and guidelines on uvenile ustice training, education and aware-ness programmes on uvenile ustice issues for !ey members of government, criminal ustice agencies and civil society diversion pro ects that aim to !eep children away from the formal criminal ustice system by resolving conflicts within the community advocating for strict implemen-tation of international and, where relevant, national standards for the treatment of children who come into contact with the criminal ustice system in order to ensure proper treatment, protect-ion and preparation for reintegration bac! into society. RESTORATIVE JUSTICE: Re!tor ti*e =u!tice "de:inition #': Eestorative ustice is a new movement in the fields of victimology and criminology. *c!nowledging that crime causes in ury to people and communities, it insists that ustice repair those in uries and that the parties

be permitted to participate in that process. Eestorative ustice programmes, therefore, enable the victim, the offender and affected members of the community to be directly involved in responding to the crime. "hey become central to the criminal ustice process, with governmental and legal professionals serving as facilitators of a system that aims at offender accountability, reparation to the victim and full participation by the victim, offender and community. "he restorative !rocess of involving all parties O often in face-to-face meetings O is a powerful way of addressing not only the material and physical in uries caused by crime, but the social, psychological and relational in uries as well. Dhen a party is not able, or does not want, to participate in such a meeting, other approaches can be ta!en to achieve the restorative o#tco$e of repairing the harm. )n addressing offender accountability these approaches can include restitution, community service and other reparative sentences. )n addressing victim and offender reintegration they can include material, emotional and spiritual support and assistance. * definition of restorative ustice that emphasiGes the importance of both restorative processes and outcomes is the following% Re!tor ti*e =u!tice i! t8eor+ o: =u!tice t8 t e()8 !i>e! re) irin9 t8e 8 r( c u!ed ;+ cri(in , ;e8 *ior2 It i! ;e!t cco(),i!8ed 08en t8e ) rtie! t8e(!e,*e! (eet coo)er ti*e,+ to decide 8o0 to do t8i!2 T8i! c n ,e d to tr n!:or( tion o: )eo),e. re, tion!8i)! nd co((unitie!2 Eestorative ustice is different from contemporary criminal ustice in several ways. 5irst, it views criminal acts more comprehensively -- rather than defining crime as simply lawbrea!ing, it recogniGes that offenders harm victims, communities and even themselves. 3econd, it involves more parties in responding to crime -- rather than giving !ey roles only to government and the offender, it includes victims and communities as well. 5inally, it measures success differently -- rather than measuring how much punishment is inflicted, it measures how much harm is repaired or prevented. Re!tor ti*e =u!tice "de:inition ?':

Re!tor ti*e =u!tice ;also sometimes called re) r ti*e =u!tice is an approach to ustice that focuses on the needs of the victims and the offenders, as well as the involved community, instead of satisfying abstract legal principles or punishing the offender. Mictims ta!e an active role in the process, while offenders are encouraged to ta!e responsibility for their actions, Cto repair the harm theySve doneJby apologiGing, returning stolen money, or community serviceC. Eestorative ustice involves both victim and offender and focuses on their personal needs. )n addition, it provides help for the offender in order to avoid future offences. )t is based on a theory of ustice that considers crime and wrongdoing to be an offence against an individual or community, rather than the state. Eestorative ustice that fosters dialogue between victim and offender shows the highest rates of victim satisfaction and offender accountability. A)),ic tion o: re!tor ti*e =u!tice: )n criminal cases, victims can testify about the crimeSs impact upon their lives, receive answers to questions about the incident, and participate in holding the offender accountable. Bffenders can tell their story of why the crime occurred and how it has affected their lives. "hey are given an opportunity to directly compensate the victimJto the degree possible. )n criminal cases, this can include money, community service in general andTor specific to the offense, education to prevent recidivism, andTor e#pression of remorse. )n social ustice cases, impoverished victims such as foster children are given the opportunity to describe their future hopes and ma!e concrete plans to transition out of state custody in a group process with their supporters. )n social ustice cases, restorative ustice is used for problem solving. Eestorative ustice can proceed in a courtroom or within a community or nonprofit organiGation. * courtroom process might employ pretrial diversion, dismissing charges after restitution. )n more serious cases, a prison sentence may precede other restitution. )n the community, concerned individuals meet with all parties to assess the e#perience and impact of the crime. Bffenders listen to victimsS e#periences, preferably until they are able to empathiGe with the e#perience. "hen they

spea! to their own e#perience% how they decided to commit the offense. * plan is made for prevention of future occurrences, and for the offender to address the damage to the in ured parties. *ll agree. Community members hold the offender;s= accountable for adherence to the plan. Dhile restorative ustice typically involves an encounter between the offender and the victim, some organiGations, such as the Mennonite Central Committee Canada, emphasiGe a programSs values over its participants. "his can include programs that only serve victims ;or offenders for that matter=, but that have a restorative framewor!. )ndigenous groups are using the restorative ustice process to try to create more community support for victims and offenders, particularly the young people. 5or e#ample, different programs are underway at Fahnawa!e, a Mohaw! reserve in Canada, and at the :ine Eidge )ndian Eeservation of the Bglala @a!ota nation, within the Anited 3tates. Hwi!epedia.comI 4 +! "(ec8 ni!(' to )er:or( re!tor ti*e =u!tice: Meetings between victims, their offenders, and members of the affected community are important ways to address the relational dimension of crime and ustice. )t is accepted that the following three methods are hallmar!s of restorative ustice. 7ach requires that the offender admit responsibility for the offence. 7ach is limited to parties who volunteer to participate. Victi( o::ender (edi tion: "his is a process that provides an interested victim the opportunity to meet his offender in a safe and structured setting, engaging in a discussion of the crime with the assistance of a trained mediator. "he goals of victim offender mediation include% permitting victims to meet their offenders on a voluntary basis, encouraging the offender to learn about the crimeSs impact and to ta!e responsibility for the resulting harm, and providing victim and offender the opportunity to develop a plan that addresses the harm. "here are more than /,, victim offender mediation programmes in >orth *merica, and over 0,, in 7urope. Eesearch on such programmes has found higher satisfaction among victims and offenders who participated in mediation, lower fear among victims, a greater li!elihood that the offender will complete a restitution obligation, and fewer offenders committing new offences, than among those who went through the normal court process.

F (i,+ or Co((unit+ Grou) Con:erencin9: "his process brings together the victim, offender, and family, friends and !ey supporters of both in deciding how to address the aftermath of the crime. "he goals of conferencing include% giving the victim an opportunity to be directly involved in responding to the crime, increasing the offenderSs awareness of the impact of his or her behaviour and providing an opportunity to ta!e responsibility for it, engaging the offendersS support system for ma!ing amends and shaping the offenderSs future behaviour, and allowing the offender and the victim to connect to !ey community support. Conferencing was adapted from Maori traditional practices in >ew Uealand, where it is operated out of the social services department, and was further modified in *ustralia for use by police. )t is now in use in >orth *merica, 7urope, and southern *frica in one of those two forms. )t has been used with uvenile offenders ;most >ew Uealand uvenile cases are handled by conferencing= and with adult offenders. Eesearch on such programmes shows very high degrees of satisfaction by victims and offenders with the process and results. 6e ce( 1in9 or Sentencin9 Circ,e!: "his is a process designed to develop consensus among community members, victims, victim supporters, offenders, offender supporters, udges, prosecutors, defence counsel, police and court wor!ers on an appropriate sentencing plan that addresses the concerns of all interested parties. "he goals of circles include% promoting healing of all affected parties, giving the offender the opportunity to ma!e amend, giving victims, offenders, family members and communities a voice and shared responsibility in finding constructive resolutions, addressing underlying causes of criminal behaviour, and building a sense of community around shared community values. Circles were adapted from certain >ative *merican traditional practices, and are being used throughout >orth *merica. Re) irin9 t8e 7 r( C u!ed ;+ Cri(e in re!tor ti*e =u!tice: 7ach of the hallmar! restorative ustice processes -- victim offender mediation, community or family group conferencing, and peacema!ing or sentencing circles -- ends with an agreement on how the offender will ma!e

amends for the harm caused by the crime. 5our !inds of reparation frequently appear in these agreements.. Apology: *n apology can be written or verbal. "he three parts of apology are ac!nowledgement, affect, and vulnerability. Dith ac%no ledge$ent, the offender accepts responsibility for hurting the victim by hisTher actions. "he offender also accepts that there was real harm caused by this conduct. 5inally, the offender accepts that the harm caused was e#perienced by another human being who did not deserve the harm. Affect goes beyond ac!nowledgement of guilt to remorse or shame by the offender for what heTshe has done. Eegret may be e#pressed verbally or through body language. Ditnessing offenders e#press regret can be healing for victims. However, the offender may feel deep regret but be unable to e#press it in ways that can be appreciated fully by the victim. &#lnera"ilit' has to do with a shift in power between the offender and the victim. Bne of the realities of crime is that the offender has asserted control over the victim in order to commit the crime. )n apologiGing, the offender gives control to the victim, who can decide whether or not to accept the apology. "he offender cannot !now what the victim will do before offering the apology. )n offering the apology, the offender cedes to the victim the control and power over himselfTherself. Restitution: is the payment by an offender of a sum of money to compensate the victim for the financial losses caused by the crime. )t is ustified in a restorative perspective as a method of holding offenders accountable for their wrongdoing, and as a method of repairing the victimSs in ury. Eestitution can be determined in the course of mediation, conferencing or circles4 it can also be ordered by a udge. )n other words, it is a potentially restorative o#tco$e that may result from either a restorative or a conventional !rocess. 3tudies have shown that restitution increases victim satisfaction with the ustice process. 3ome studies have shown that the use of restitution was associated with reductions in recidivism. Bther studies have shown that when restitution is determined during mediation, it is more li!ely to actually be paid than when it results from court order alone.

Changed Behavior: *t the most basic level, changed behavior by the offender means not committing crimes. "his is why negotiated agreements will include elements such as changing the offenderSs environment, helping the offender learn new behaviors, and rewarding positive change. *ttending school and not hanging out in old haunts are ways to change the environment. (rug treatment program memes, anger management classes, and educational and ob training program memes are ways that offenders learn new behaviors. 5ollow-up meetings to the encounters may be used to monitor the offenderSs progress in trying to change and give himTher positive reinforcement on progress made. Generosity: But the outcomes of restorative processes suggest that victims and offenders may move beyond simply balancing the boo!s. Bffenders may offer to perform services that are not related to the crime or to the victim, but that are understood by the victim as evidence of a sincere apology. 5or e#ample, the offender may agree to perform community service at an agency the victim chooses.

Re!tor ti*e =u!tice t8e ;ene:it!: Dhere 'traditional ustice$ is about punishing offenders for committing offences against the state, restorative ustice is about offenders ma!ing amends directly to the people or organiGations they have harmed. De support restorative ustice because it% 9i*e! *icti(! 9re ter *oice in the criminal ustice system n e@), n tion and more meaningful ,,o0! *icti(! to recei*e reparation from offenders

( 1e! o::ender! ccount ;,e by allowing them to ta!e responsibility for their actions ;ui,d! co((unit+ con:idence that offenders are ma!ing amends for their wrong doing :ilot studies indicate that restorative ustice approaches can reduce posttraumatic stress disorder in victims and, in some cases, motivate offenders to turn away from a life of crime.

Eestorative ustice is not a soft option as many offenders find it e#tremely difficult to face up to the impact of their crimes. 7o0 0eAre encour 9in9 re!tor ti*e =u!tice: De are committed to putting victims at the centre of the criminal ustice system and have introduced a restorative ustice strategy that involves% ;ui,din9 (ore re!tor ti*e =u!tice )roce!!e! into t8e cri(in , =u!tice !+!te( O we$ve introduced restorative police cautioning , and we$re aiming to offer 20- of all victims of youth crime participation in restorative processes de*e,o)in9 n e*idence ; !e :or t8e u!e o: re!tor ti*e =u!tice O we$re funding a number of pilots on topics li!e the relationship between restorative ustice and prevention of re-offending ;ui,din9 -u ,it+ !!ur nce )roce!!e! O we$ve developed helpful guidelines for people wor!ing in restorative ustice Re!tor ti*e =u!tice nd =u*eni,e =u!tice: *ll those with responsibility for childrenSs ustice should commit themselves to the development of systems that are fair and based on the principles of restorative ustice. "hese systems should ensure that% children participate fully restitution is offered to the victim the child has the opportunity to ac!nowledge the harm that he or she has caused a sense of community is restored. (iversionary measures should be commensurate with the offence and ta!e into consideration the childSs age and individual circumstances, the childSs willingness to cooperate, the impact of the crime on victim and community, any previous offence and opportunity for diversion, and the availability and strength of family and community support.

T7EORIES OF JUVENILE DELINQUENCY O*er*ie0 o: Su;cu,ture T8eorie!:

)n criminology, subcultures theories emerged as a way to account for delinquency rates among lower-class males, of these the infamous teenage gang. 3ubculture theories believe that the delinquent subcultures emerged in response to the special problems that the members of mainstream society do not face. "he strain theorists e#plained crime as a result of frustrations suffered by lower-class individuals deprived of legitimate means to reach their goals. Cultural deviance theories assumed that people became deviant by learning the criminal values of the group to which they belonged to. "his laid down the foundation for subculture theories during the .?0,s. * subculture is defined as a subdivision within the dominant culture that has its own norms, values and belief system. "hese subcultures emerge when individuals in similar circumstances find themselves virtually isolated or neglected by mainstream society. "hus they group together for mutual support. 3ubcultures e#ist within the larger society, not apart from it. "he members of the subculture are different from the dominant culture. "he subculture theories we will loo! at are e#tensions of strain, social disorganiGation and differential association theories. 3ubculture theories help to e#plain why subcultures emerge ;e#tension of strain=, why they ta!e a particular shape ;e#tension of social disorganiGation=, and why they continue from one generation to another ;e#tension of differential association=. 5or instance, Marvin Dolfgang and 5ranco 5erracutiSs 3ubculture of Miolence thesis argues that the value system of some subcultures not only demands but also e#pects violence in certain social situations. )t is this norm which affects daily behavior that is in conflict with the conventional society. Here we will e#plain the subculture theories proposed by *lbert Cohen, ;3ubculture of (elinquency=, Eichard ClowardP @loyd Bhlin ;(ifferential Bpportunity=, Dalter Miller ;@ower-Class 5ocal Concerns= and Marvin Dolfgang P 5ranco 5erracuti ;3ubculture of Miolence=. "o better understand and appreciate subculture theories one must first probe into the historical time period of the .?0,s. "he values of the middle class were dominant and anything else was not considered normal.

:ea!ing urbaniGation produced more and more deteriorated cities in *merica. "he suburbs of the middle class were emerging. (elinquency was mainly perceived as a problem of the lower class. "he middle class CwetheyC separation led to seeing itself as the far superior class. Co8enB! Su;cu,ture T8eor+ o: De,in-uenc+ : )n .?00 *lbert F. Cohen wrote (elinquent Boys. He attempted to loo! at how such a subculture began. Cohen found that delinquency among youths was more prevalent among lower class males and the most common form of this was the uvenile gang. Cohen, a student of 3utherland and Merton, learned from 3utherland that differential association and cultural transmission of criminal norms led to criminal behavior, while Merton taught him about structurally induced strain. (elinquent subcultures, according to Cohen, have values that are in opposition to those of the dominant culture. "hese subcultures emerge in the slums of some of the nationSs largest cities. Bften, they are rooted in class differentials, parental aspirations and school standards. Cohen notes that the position of oneSs family in the social structure determines the problems the child will later face in life. "hus, they will e#perience status frustration and strain and adapt into either a corner boy, college boy, or a delinquent boy. Corner ;o+! lead a conventional lifestyle, ma!ing the best of a bad situation. "hey spend most of their time with peers and receive peer support in group activities. "hese boys are far and few between. "heir chances for success are limited. Cohen argues that their academic and social handicaps prevent them from living up to middle-class standards. De,in-uent ;o+!. on the other hand, band together to define status. "heir delinquent acts serve no real purpose. "hey often discard or destroy what they have stolen. "heir acts are random and are directed at people and property. "hey are a short-run hedonistic subculture with no planning. "hey often act on impulse, often without consideration for the future. Members are loyal to one another and allow no one to restrain their behavior. 3tealing, in the delinquent gang, serves as a form of achieving peer status within the group, with no other motive. Cohen declared that all children see!

social status, but not everyone can compete for it in the same way. Eeaction-formation, a 5reudian defense mechanism, serves to overcome an#iety, as a hostile overreaction to middle class values can occur. * delinquent subculture is created to resolve problems of lower-class status. Much of CohenSs wor! has been both praised and criticiGed. )t helps to answer questions that remain unresolved by strain and cultural deviance theories. His notion of status deprivation and the middle-class measuring rod has been very useful to researchers. His theory, however, fails to e#plain why some delinquent subcultures eventually become law-abiding, even when this social class position is fi#ed. @ater, he e#panded his theory to include not only lower-class delinquents but also variants of middle-class delinquents and female delinquent subcultures. CohenSs theory stimulated later formations of new theories. Co8enA! CDe,in-uent Bo+!D: *lbert Cohen ;.?00= elaborated upon Merton$s anomie e#planation of deviant behavior with his more specific theory that a large amount of delinquent behavior results from bloc!ed goals and 8status frustration.9 *ccording to Cohen, lower-class boys want to achieve success and higher social status, ust li!e middle- and upperclass boys. Ket, due to their unpromising social circumstances, they find that they are bloc!ed from achieving status ;especially in school=. 7ssentially, Cohen reported, lowerclass boys who aspire to increased social status in a dominant, middle-class value system can respond in one of three ways% #2 "he 8college-boy9 response ?2 "he 8corner-boy9 response &2 "he 8delinquent-boy9 response T8e Cco,,e9e/;o+D re!)on!e roughly corresponds to Merton$s Conformity mode of adaptation. )n this case, lower-class youths accept the challenge of the middleclass value system and, through higher education and deferred gratification ;foregoing small, immediate rewards for larger, long-term rewards=, attempt to achieve social status by conforming to middle-class e#pectations. "his response is chosen by comparatively few lower-class

boys, according to Cohen, because their limited financial resources ma!e chances for college graduation and occupational success e#tremely low. :robably the most common response in Cohen$s scheme is t8e Ccorner/ ;o+D re!)on!e. which involves the youths$ withdrawal into a subculture of wor!ing-class boys who share a mutual set of values by which status can be gained within the group without having to conform and compete with middleclass society. "his is analogous to Merton$s Eetreatism mode of adaptation to anomic conditions. Dhile this group is not specifically delinquent in its purpose, the boys who choose this response often become involved in delinquent activities ;especially status offenses such as truancy, smo!ing, and alcohol consumption=. "he final response in Cohen$s typology is t8e Cde,in-uent ;o+2D Boys in this groupJmanifestly similar to the youths who ma!e Merton$s )nnovation and Eebellion adaptationsJbecome frustrated with their inability to gain status through conventional means. Consequently, they develop what Cohen referred to as a delinquent subculture, whose values and behavior are antithetical to those espoused by the middle class. :arado#ically, in acting out their subcultural values, these boys find themselves in harmony with the e#pectations of their group but are perceived as nonconforming delinquents by the larger society. "he similarities between the theories of Merton and Cohen are stri!ing. *t least one ma or difference, however, is that Merton viewed criminal deviance as practical and utilitarian in nature, whereas Cohen ;.?00%<0= saw delinquency as more 8non-utilitarian, malicious, and negativistic.9

S+1e! nd M t> B!Tec8ni-ue! o: Neutr ,i> tion: )n the .?6,s (avid MatGa, and his associate &resham 3y!es, developed a different perspective on social control which e#plains why some delinquents drift in and out of delinquency. >eutraliGation "heory, or (rift theory as it is often called, proposed that uveniles sense a moral obligation to be bound by the law. 3uch a bind between a person and the law remains in place most of the time, they argue. Dhen it is not in place, delinquents will drift.

*ccording to 3y!es and MatGa, delinquents hold values, beliefs, and attitudes very similar to those of law-abiding citiGens. )n fact, they feel obligated to be bound by law. "hen, if bound by law, how can they ustify their delinquent activitiesV "he answer is that they learn CtechniquesC which enable them to CneutraliGeC such values and attitudes temporarily and thus drift bac! and forth between legitimate and illegitimate behaviors. "hey maintain that at times delinquents participate in conventional activities and shun such activity while engaging in criminal acts. 3uch a theory proposes that delinquents disregard controlling influences of rules and values and use these techniques of neutraliGation to Cwea!enC the hold society places over them. )n other words, these techniques act as defense mechanisms that release the delinquent from the constraints associated with moral order. )n (elinquency and (rift ;.?6+=, (avid MatGa suggested that people live their lives on a continuum 3omewhere between total freedom and total restraint. "he process by which a person moves from one e#treme of behavior to another e#treme is called drift, and this is the very foundation of his theory. *long with 3y!es, MatGa re ected the notion that subcultures of delinquency maintain an independent set of values than the dominant culture. "hey hold that delinquents actually do appreciate culturally held goals and e#pectations of the middle-class, but feel that engaging in such behavior would be frowned upon by their peers. 3uch beliefs remain almost unconscious, or subterranean, because delinquents fear e#pressing such beliefs to peers. "echniques of >eutraliGation suggest that delinquents develop a special set of ustifications for their behavior when such behavior violates social norms. 3uch techniques allow delinquents to neutraliGe and temporarily suspend their commitment to societal values, providing them with the freedom to commit delinquent acts. 3y!es and MatGaSs theoretical model is based on the following four observations.

.. (elinquents e#press guilt over their illegal acts. <. (elinquents frequently respect and admire honest, law-abiding individuals. /. * line is drawn between those whom they can victimiGe and those they cannot. +. (elinquents are not immune to the demands of conformity. "hus, 3y!es and MatGa propose the five "echniques of >eutraliGation. Deni , o: re!)on!i;i,it+. (elinquent will propose that heTshe is a victim of circumstance and that heTshe is pushed or pulled into situations beyond hisTher control. ;C)t wasnSt my faultWC= Deni , o: in=ur+. (elinquent supposes that hisTher acts really do not cause any harm, or that the victim can afford the loss or damage. ;CDhy is everyone ma!ing a big deal about it4 they have moneyWC= Deni , o: t8e *icti(2 (elinquent views the act as not being wrong, that the victim deserves the in ury, or that there is no real victim. ;C"hey had it coming to themWC= Conde(n tion o: t8e conde(ner!. Condemners are seen as hypocrites, or are reacting out of personal spite, thus they shift the blame to others, being able to repress the feeling that their acts are wrong. ;C"hey probably did worse things in their dayWC= A))e , to 8i98er ,o+ ,tie!2 "he rules of society often ta!e a bac! seat to the demands and loyalty to important others. ;CMy friends depended on me, what was ) going to doVWC= 3y!es and MatGa further argued that these neutraliGations are available not ust to delinquents but they can be found throughout society. *ttempts have been made over the years to verify the assumptions made by >eutraliGation "heory, andthe results have, thus far, been inconclusive. 3tudies have indicated that delinquents approve of social values, while others do not. Bther studies indicate that delinquents approve of criminal behavior, while others seem to oppose it. >eutraliGation "heory, however, remains an important contribution to the field of crime and delinquency. 3ocial bond theorist, "ravis Hirschi, as!ed an important question% do delinquents neutraliGe law-violating behavior before or after they commit an actV >eutraliGation theory loses its credibility as a theory which e#plains the cause of delinquency if uveniles use techniques of neutraliGation before the

commission of a delinquent deed and therefore becomes a theory which simply describes reactions that uveniles incur due to their misdeeds. "he theory does fail on the account that it doesn$t clearly distinguish why some youths drift into delinquency and others do not. "he theory remains too abstract and vague to be of any practical use unless we understand why drift occurs, critics have argued. Bur9e!!A Concentric Eone T8eor+: Ro;ert ) r1 was one of the founding of Chicago sociologists. He applied the principles of plant and animal ecology in the tas! of understanding social deviance and it$s causes. Consequently the Chicago school is !nown as the 7cological school or the 3chool of human ecology. :ar! along with his colleagues 7rnest Burgess and @ouis Dirth identified several distinct Gones that e#panded out in pattern of concentric cities from the center of the city. "hese Gones are .. @oop ;factory Gone= <. Uone in transition /. Uone of wor!ingmen$s homes +. Eesidential Gone 0. Commuters Gone "he outlying areas ;Gones + and 0= were populated predominately by white, middle class and upper class home owners who had lived in their communities for many years and who were well integrated into the dominant culture of the united states. )n the area between the city and the outlying districts were the wor!ing class neighborhoods ;Gone /=, where second and third generation immigrants lived. )n contrast the heart of the city ;Gone . and <, areas continually encroached on by the growth of business and industry=, had high concentrations of transients and hoboes, Blac! migrants, and newly arrived immigrants, who occupied streets corners and dilapidated housing. "he Chicago sociologists observed that not all urban Gones were equally plagued by crimes, alcoholism, high rates of mental illness, and other similar problems. )ndeed, the further one moved away from the city center, the lower the incidence of social problems.

*ccording to Chicago school, this was the result of the social disorganiGation that characteriGed the inner city areas ;:ar! et al. .?62=. 3ocial (isorganiGation, they argued, was caused by rapid social change that disrupts the normally smooth operation of a social system. )n a socially disorganiGed area, dominant values and norms compete with other, sometimes illegitimate, values and norms. Marious cultures conflict, and members of you younger generations clash with one another as well as members of older groups. 3ocial cohesion brea!s down, and social deviance is one of common result. Clifford E. 3haw and Henry (. McFay undertoo! an analysis of crime, especially uvenile delinquency, from the perspective of Chicago 3chool. S8 0 nd McF +A! C7i98 De,in-uenc+ Are !D "H7BEK )> * >A"3H*@@% Clifford 3haw and Henry McFay believed that delinquents are normal adolescents who are conforming to an alternative set of values. @ow-delinquency areas are characteriGed by a uniformity and consistency of conventional attitudes and values. High-delinquency areas are character by social disorganiGation. )n these areas there are competing and conflicting attitudes and values. "here are also more adults criminals in these areas, so there is greater li!elihood that children will come into contact with a criminal way of life. 3uccessful criminals pass ob their !nowledge to uveniles, who in turn teach children who are younger still. * tradition for delinquency is thus transmitted through successive generations ;a process called cultural transmission= for some adolescents delinquency becomes a full time ob or career. )n their research on Chicago, 3haw and McFay found that delinquency declined the farther one move from the city center, a finding that supports the Gonal hypothesis advanced by 3haw$s mentor, 7rnest Burgess. T7EORY: Clifford 3haw and Henry McFay developed and approach to the study of delinquency, that couples both social-psychological and environmental factors. @i!e other early theorists$, the focus of 3haw and McFay was on male delinquency. Social psychology and delinquency: *ccording to 3haw and McFay, delinquency develops in a series of stages.

.. :eer group;gang or play group=X acquire local values and altitudes;some are also criminals= <. @earning criminal behavior. ;not serious but minors as truancy, vandalism or petty theft= /. (elinquency becomes less playful but more systematic. "hey begin to thin! themselves as criminal +. Becomes professional criminal. NEIG7BOR7OOD AND DELINQUENCY: 7#planation of the ecological theoryLLLLLLLLLGonal hypothesis. 3haw and mc!ay found that delinquency rates remained stable regardless of the race or ethnicity of the people who lived in the neighborhood. *reas high in delinquency at the turn of the century were high /, years later even though few of the original residents were still living there. 3haw and McFay felt that the communities themselves generated the varying amounts of delinquency. "he following outline summariGes the process. .. (ilapidated;describes something old and in poor condition= areas create social disorganiGation <. 3ocial disorganiGation allows cultural conflicts to arise /. Cultural conflict allows crimes and delinquency to flourish +. *llowed to flourish, delinquency becomes a full time career. ; see% sheet given by ma! sir=.