This assessment task is designed to assess the unit learning outcomes identified below, in particular those associated with the unit s theme, Understanding the juvenile justice system. The specific learning outcomes that are being assessed in this task are:
1. Summarise the criminology literature relating to juvenile crime, patterns of offending and the impacts of societal responses to young people;
3. An ability to critically analyse discourses and practices deployed to control and prevent juvenile crime in Australia;
4. Demonstrated ability to apply their assessment and analysis (used above) to an evaluation of interventions for working with young people committing crimes.
1. We want you to use criminological concepts and available research evidence to develop a better understanding of the risk factors that contribute to elevated rates of juvenile re-offending;
2. We want you to use your research to develop a critical appreciation of the positive and negative consequences of planned risk interventions designed to reduce crimogenic risk and need;
3. We want you to demonstrate an understanding of the current preferred policies and principles that guide the governance of young offenders in your analysis of interventions attempting to reduce the risk of re-offending;
4. We want to see evidence of your developing skills in appreciating the complex/cultural backgrounds that contribute to juvenile offending;
5. We want to see evidence of your developing critical skills that consider the uneven power relations between young offenders and the professionals who intervene into their lives (in particular, police officers and juvenile justice workers). This can be generally related to the in(direct) consequences of the interventions themselves, and, more specifically in terms of how representatives from the dominant culture may intervene in ways that adversely impact on others (that is, in terms of negative risk assessments premised on norms of conduct about young people, including possible intersections with race, ethnicity, class, gender, culture, sexuality or (dis)ability;
6. We want to cultivate the capacity to give and receive feedback about the products of learning and writing to assist in improving academic performance.
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