Adolescent Development in Juvenile Recidivism

Punishment is a countersign that has umteen different meanings. It differs from person to person, state to state and even rural to country. When looking at the nefarious justice system the purpose of penalty is deterrence, rehabilitation, retri unlession, and incapacitation (Bontrager, smith, & deoxyadenosine monophosphate Winokur, 2008). Punishment involving adults is hard but when dealing with juveniles it is even to a great extent difficult. Adolescence is often thought to be a time of irrational and sensation influenced behavior. T here ar many who think that adolescence is just a flesh that is an entity in and of its self.While many people move see the cor sex act amongst the actions and behaviors that happen in adolescence to the habits and life style in adulthood a few(prenominal) people see the correlation between a persons early puerility and the affect that has on his or her adolescence. There is no instructional phase that stands totally al mavin. Each phase has a perdur suitable consequence ramifications on the next. This state-of-the-art incremental phase has lasting ramifications on the callows behavior, self- imagination and maturity. Beca utilize of this there is a unavoidableness to view young person curse and punishment differently than adult wickedness and punishment.The reason for this is because few research has sh possess that recidivism prises among juvenile parolees be very high. It can lead anywhere from fifty five percent to seventy five percent (Krisberg, Austin, and Steele, 1991). There is evidence that a vast majority of juvenile offenders who drive been confined do non stop committing crimes when they ar released. In circumstance, many juvenile offenders continue their flagitious involvement into adulthood (Hamparian et al. , 1984). There is a need to halt juvenile crime before it begins and there need to be a way to halt the progression of juvenile crime being indicative of adult crime.The purpose of this paper is to demonstrate how kidhood development affects adolescents development and how this development is directly pertain up to a troubled adolescents recidivism rate in relation to family, community and cordial certify. When sentencing juvenile offenders there inescapably to be an tenseness not only on punishment but rehabilitation. Crime ginmill, whether on the juvenile level or adult level, falls into the three categories, of aboriginal, tributary and tertiary prevention. Primary prevention focuses on the conditions that whitethorn foster criminal activity. Primary prevention works to sway juveniles who are immersed in ommunities and cultures that drive violence and crime to seek healthier ways to live ((Bendit, Nieborg, & Erier, 2000). For example,i. e. a juvenile living in a depressed domain will see that drugs and theft are the primary means of survival. victorious that juvenile to a farm, or a camp, exposes them hard, honest work is to a greater e xtent satisfying, and less stressful than devious means of view as. The idea behind primary prevention is the desire to create a more than than positive perspective, special(prenominal)ally for juveniles, which will effect positive change which will, hopefully, keep the adolescent from criminal behavior.Primary prevention speaks to pretty much all aspects of life. It takes into account poverty, unemployment and a vast variety of former(a) brotherly and psychological burdens. It enfolds all of the aforementioned items with suffer for families, schools, urban development, healthcare, stabilizing and streng soing individual personalities, social education and combating disfavour (Bendit, Nieborg, & Erier, 2000). Primary prevention is an attempt at a catchall. The concept behind secondary prevention is not to look at the ordinary environment, as in primary prevention, but to focus on a small, clearly defined group.This group encompasses children and young people whose indivi dual development, or circumstances, or both, cause them to be a more likely prospect for becoming a potential offender. Secondary prevention focuses on back up people who fall into this group specifically. The help may involve any working with adolescents, who live in socially depressed areas. It can besides mean street work, getting manifold on the youths direct level, for young people who are difficult to reach in other ways (Bendit, Nieborg, & Erier, 2000). When looking at crime prevention Ttertiary prevention is the most clearly defined of the three categories.It is very specific in relation to its aims and target groups. Tertiary prevention endeavors to stop ingeminate offences and encourages the social integration of young offenders. In accompaniment, the younger the age of an offender, the greater the significance of getting the offenders support system multi casting (Bendit, Nieborg, & Erier, 2000). This leads us into the path of criminal behavior in adolescent s. Vygotskys Theory of cognitive larn is a socio-cultural theory of cognitive development that is based on the idea that learning happens primarily through a childs action with the world.This theory shows the learning progression from babyhood to early childhood to adolescence to adulthood. Adults are the key to this theory and to the concept of child to adolescent development. Adults shape and foster a childs learning and development, intentionally, in a methodical manner depending on which culture and parliamentary law the child hails from (Ormrod, 2008). Culture is often viewed as a local though it is not limited to a specific location. A persons culture is not just where a person was born, lived and died. Culture includes the how of ones birth, life and death.There take to be awareness that intentionality can be done on purpose, with a goal and purpose set forth, but it can also be done with the mindset of affliction. When a name, teacher, or a significant person in a chi lds life does not actively participate in the childs development that loss of interaction may set the child up for failure. It is intentionality focused on failure. Making a choice to do zipper is actually making a choice to do something. Its a choice of promoting apathy, indifference and a lack of bring up.It is a choice that may cause irrevocable damage and harm that has lasting implications. An example would be not making a decision concerning salvation through rescuer Christ. When a person does not choose Christ he or she is choosing Satan. While many people may think that concept is tart it is true. When parents, loved ones, teachers, pastors or anyone who plays a significant role in a childs life chooses not to be actively involved it will cause reverberations that the child will feel forever. Thus, when a juvenile commits a crime and no one intervenes it creates chaos and confusion.It is generally acknowledge that dysfunctional parenting practices and family conflict are common hazards related to a large-minded variety of behavioral and emotional capers in children and adolescents. Improving parenting skills and enhancing the confidence adolescents master in their parents has the greatest potential in improving the childrens health, status, rise being, and in reducing the risk of developing serious mental health problems or behavioral problems. There is extensive data to support the immenseness of good parenting in the maintenance, treatment and revention of childhood difficulties. This evidence comes from a enormous variety of sources including different disciplines, behavioral genetics, developmental studies, and intervention research. There is square evidence that behavioral family interventions, based on social learning principles, are effective in the prevention and treatment of a range of childhood behavioral and emotional problems (Sanders, 2003). This data will fork up a long impact on whether an adolescent commits a crime and als o the recidivism rate when the child is released from whatever punishment given.The major premise of Vygotskys theoretical fashion model is that social interaction plays a primary role in the development of cognition (Kearsley, 2010). Vygotsky taught that children learn how their culture interprets and replys to the world through formal and loose methods (Ormrod, 2008). This knowledge draws a parallel between brain what others consider acceptable, in and for society, and turning that knowledge inward and deciding what is acceptable for ones self.This knowledge happens as a child moves from early childhood to meat childhood . As the child enters adolescence it begins to show up in social and emotional competences. Although middle childhood is an important developmental period for the assimilation of various skills to witness the complexity of coming social situations, the nates for them has its origin in infancy. In infancy and early childhood, a childs parental support allows him or her to learn to regulate behavior with consistent responsiveness from the parent to guide this developmental course.Increasingly, the child begins to assume more control and can by early elementary school become more autonomous in carrying out the intricate set of skills required for problem understand in social situations. Accordingly, to obtain a childs efficiency in social problem understand, measurement systems need to fundament demands on the childs self regulatory, executive exerciseing, and social engagement. Other introductory skills that are also involved in social problem solving are competent language, regulation of attention, and memory (Landry, Smith, Swank, 2006).When a child does not learn these skills there is a fundamental lack in his or her foundation. The foundation may continue to be built upon but at some point it is likely to falter. societal and emotional competences have a wide range of developmental indicators that adolescents need for succe ssful social adaptation. These indicators embroil positive interactions between adolescents and parents, teachers, care-givers and peers, emotional knowledge, emotion regulatory abilities and relationship skills.When the adolescent is do aware that there is a problem in his or development scheme successful competency indicates a willingness to participate in special education programs for behavior problems. When a child moves into adolescence and these developmental indicators are not present, or are skewed, it is going to cause more developmental issues to arise. The carry out of maturation becomes much more difficult as the foundation needs to be reset in rate to rebuild upon. The developmental indicators begin to show what the adolescent has retained in teaching form childhood to adolescent.A key component to seeing the correlation between a well adjusted adolescent and a maladjusted adolescent is to imbibe the behavior. Such behaviors would be acting-out, assertive social s kills, emotional or behavioral disorder, frustration tolerance, peer social skills, shyness, anxiety and task orientation. Watching, and repairing deficiencies, earlier in childhood affects social and emotional development in early adolescence (Niles, Reynolds Roe-Sepowitx, 2008). To more fully understand social competencies in daily situations there needs to be an observance of the integration of skills.There needs to be a link between competencies during middle childhood to the more complex social challenges in adolescence. As children enter middle school they are expected to interact in social situations without a huge amount of structure and support from outside sources (Landry, Smith Swank, 2009). The reason for this is because this skill set should have been taught to the adolescent during the period of lower mental function (Ormrod, 2008). The social interactions become more complex because the adolescents are expected to consider each others points of view.They are then al so expected to assimilate other peoples views with their own and give feedback based on the knowledge they possess. Based on what was verbalize earlier, adolescents can show success with these demands if they are demonstrating the ability to perceive and respond to the goals of others as well as others perceptions and beliefs. They can also show failure by being close minded or self-absorbed. Failure here may lead to an adolescent being ostracized, ignored or made fun of (Steinberg, 2005).Proficiency in shared interactions with others necessitates an assortment of cognitive, social, and verbal skills. From the social realm, adolescents need to understand the behavior of others. This is not limited to just understanding other peoples behaviors but also understanding that they, themselves, may have different perspectives, intentions, and knowledge. In order for this to occur successfully, they need to identify social cues and modify their strategies on the basis of the feedback recei ved from a social peer.Cognitively, a child is required to keep focused and attentive and use learning to plan and reason how to organize behaviors to achieve problem solving with others (Landry, Smith Swank, 2009). This is executive functioning which enters the realm of higher mental function (Ormrod, 2008). When a person goes from child to adolescent there needs to be an understanding of other peoples behavior. It is critical in being able to function in society. When this area is not developed fully it may cause issues in the area of self-concept, maturity and behavior (Steinberg, 2005).Integration of the many skills necessary to function in more complex social situations is social problem solving. The ability to plan, sequence behaviors, and alter problem-solving strategies on the basis of feedback is often referred to as involving executive processing. Many theorists believe this is a critical set of behaviors for social competence because they help the child organize the in formation from the environment and process it to effectively comprehend social experiences.There is also an emphasis on the fact that social problem-solving requires specific behaviors. Examples would be goal directedness and planning. These behaviors fall under the comportment of self-regulation. For adolescents to function competently they require the ability to create new strategies for use in unique situations and they must be able to self-examine in order to restrain behaviors that are not appropriate for the social situation. Integration of these skills is occurring crossways childhood (Astington Pelletier, 2005). In sSaying hat though, there is a prolonged progressive course where these abilities multiply in complexity as the child enters into adolescence. These behaviors are multidimensional, and can fluctuate fluidly depending on the social context (Steinberg, Dahl, Keating, Kupfer, Masten, Pine 2006). Social context is very important when looking at juvenile crime and recidivism rates. A common response that spans history, in the publics concern with juvenile delinquency and violence has been to pass legislation promising stiffer penalties as well as harsher sentences for juvenile offenders.What needs to be seen, though is the fact that crime damages people, communities, and relationships. There needs to be a equilibrise created that includes the needs of the victim, offender, and communities. For there to be a healthy restoration process each party needs to be involved. While an offender needs to be punished unless there are support systems in place for the offender, when released, the recidivism rates for that particular offender will continue to rise (Stenhjem, 2003).