Juvenile Minority Sensitivity Training

1. Juvenile Minority Sensitivity Training “Race Matters”

2. Training Objectives • Critique a given scenario utilizing the concepts presented in class. • Assess a given scenario and formulate an action plan consistent with the concepts presented in class.

3. In Congress… We hold these truths to be self evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of happiness. http://media.photobucket.com/image/we%20hold%20these%20truths%20to%20be%20self%20evident/lifeisverygood/flag.jpg

4. Laws and Morals • Constructs of a civilized society, by those in authority • Vested interest in status quo • Law enforcement are agents of the government

5. Institutional Racism A term that describes the way government and other public and private institutions systematically afford the majority class an array of social, political and economic advantages, simply because they are a member of the majority class, while marginalizing and putting at a disadvantage the minority class. Photo from http://bigmikescience.files.wordpress.com/2008/07/help-wanted-jim-crow.jpg

6. Post-Civil War Era of “Jim Crow” 1877 to mid-1960s Plessy v. Ferguson (1896) 3,440 known lynchings of black men and women from 1882 to 1968 http://www.frsd.k12.nj.us/jplmc/library_misc/teachers/jim_crow.jpg

7. Post-Civil War One-half of lynchings involved police participation 9 out of 10 of the remaining lynchings officers either condone or “wink” at the action From 1898 to 1943 in almost every race riot, police sided with the attackers by actual participation or failing to act http://media.photobucket.com/image/we%20hold%20these%20truths%20to%20be%20self%20evident/lifeisverygood/flag.jpgPhotograph from Bettman/Corbis

8. Post-Civil War • 1865 to 1967 more than 400 State laws, Constitutional amendments, and city ordinances legalizing discrimination were passed • ALL states except Hawaii passed laws discriminating against ALL minority groups including African Americans, Asians, and Native Americans http://static.howstuffworks.com/gif/civil-rights-movement-3.jpg

9. Juvenile Justice System • Prior to 1899 there was no separate justice system for juveniles • Juveniles prior to 1899 were treated the same as others within the criminal justice system http://www.splcenter.org/images/dynamic/main/pipeline285liss.jpg

10. Juvenile Justice System • Chicago Reform Movement-1899 • Identify cause and administer rehabilitation • Varied from criminal justice system in language of proceedings and rights • Until the United States Supreme Court’s review in the mid-1960s there was no major review of the system

11. Juvenile Justice System • 1974 the Juvenile Justice Delinquency Prevention Act • Outlined core protections • Required states to remove noncriminal status offenders from secure custody • Amendments included: • Sight and sound separation • Removal from adult jails • Disproportionate confinement issues http://www.blogtalkradio.com/pics/hostpics/bd449c1c-b5cf-4481-be54-ab63c8e71507Behind%20Bars%20Prisoner%20cu.jpg

12. Current Juvenile Justice System • Each has varying: • Case processing procedures • Jurisdictions • Correctional methods 51 Individual systems Photo from: http://img.timeinc.net/time/daily/2009/0903/juvenile_jail_0320.jpg

13. North Carolina Department of Juvenile Justice and Delinquency Prevention • In 2008 received 38,901 delinquency complaints • In 2008 received 4,896 status offense complaints http://newsblog.projo.com/archives/ceevacuation.jpg

14. PLUS Decision Making Model • Fundamentally sound Simple and straightforward Descriptive vs. Prescriptive

15. PLUS Steps • 1. Define Problem • 7. Evaluate Decision • 2. Identify Objectives • 6. Implement Decision • 3. Identify Solutions and Alternatives • 5. Make Decision • 4. Evaluate Consequences

16. Defining the Problem Difference between Expected/Desired and Actual How the problem is defined determines causes and where to look for available solutions

17. Identify Objectives • Objectives are the desired outcomes • Directly related to the defined problem • Short-term is immediate and specific • Long-term is persistent and broad • Decision point within the system may affect identified objectives

18. Identify Solutions and Alternatives • Solutions/alternatives are directly influenced by prior steps • Be open to new options • No less than three (3) solutions • Ideally all solutions should be identified • Realistically, five (5) solutions should be considered

19. Evaluate Consequences • Identify positive and negative aspects of each solution/alternative • Limit personal perceptions, biases, and predispositions • Evaluate the probability of the desired result • More facts means it is more likely the desired outcome will be realized

20. Make the Decision Steps one through four may be assessed differently based on stakeholder’s interest • Interests may be competing with multiple stakeholders

21. Implement the Decision Action itself is the first real tangible step toward the desired outcome.

22. Evaluate the Decision Evaluation of the decision and outcome is the bridge to the next decision Focus should be on whether the desired outcome is realized Has the desired outcome changed or are there more options now, thus resulting in the need for the cycle to begin again?

23. PLUS Ethical Filters Policies P • Is the decision consistent with policies and procedures? Legal L • Is the decision acceptable according to applicable laws and regulations? Universal U • Does it conform to universal principles and values? • EPIC is a good acronym to use for universal values: Empathy, Patience, Integrity, and Courage Self S • Does the decision meet my personal definition of right, good, and fair?

24. Training Objectives • Critique a given scenario utilizing the concepts presented in class. • Assess a given scenario and formulate an action plan consistent with the concepts presented in class.

25. Questions?