Violent risk assessments

Description

Many people believe, and some research suggests, that intervention has its best potential for change if it is initiated at the earliest possible point. This is also the position of the juvenile court system and one of the main reasons for its primary goal: the habilitation of the juvenile delinquent. As a result, juvenile courts often look to professionals to assist in directing habilitative services. Forensic psychology professionals are often asked to conduct assessments of juveniles in order to begin the habilitative process. Violent risk assessments in particular are important to the juvenile courts when making decisions of placement. For example, can a juvenile be habilitated in the community without putting others at significant risk? Or, does the juvenile pose such a future threat that a confined setting is the best alternative? As is the case with adults, the answers to such questions rely on the proper forensic assessment.

One of the hardest decisions forensic psychology professionals may face is how to make appropriate recommendations that will protect not only the minor, but also the community. While they may be minors, juveniles who commit violent crimes can pose a substantial risk to their communities.

In this Discussion, you will review all the Learning Resources for this week—particularly the media, in which you will witness juveniles who have been sentenced as adults. You will also identify other criminal events that could influence the decision of a juvenile being sentenced as an adult verses as a minor.

REQUIRED READINGS

Baird, C., Healy, T., Johnson, K., Bogie, A., Dankert, E. W., & Scharenbroch, C. (2013). A comparison of risk assessment instruments in juvenile justice. Retrieved from https://www.ncjrs.gov/pdffiles1/ojjdp/grants/24447…

Baird, C., Healy, T., Johnson, K., Bogie, A., Dankert, E.W., & Scharenbrock, C. (2013). A comparison of risk assessment instruments in juvenile justice. Retrieved from https://www.ncjrs.gov/pdffiles1/ojjdp/grants/244477.pdf

Greene, E., & Evelo, A. J. (2013). Attitudes regarding life sentences for juvenile offenders. Law and Human Behavior, 37(4), 276–289. doi:10.1037/lhb0000031

Katner, D. R. (2015). Eliminating the competency presumption in juvenile delinquency cases. Cornell Journal of Law and Public Policy, 24(3), 403–450.

Malloy, L. C., Shulman, E. P., & Cauffman, E. (2014). Interrogations, confessions, and guilty pleas among serious adolescent offenders. Law and Human Behavior, 38(2), 181–193. doi:10.1037/lhb0000065

National Association of School Psychologists, & National Association of School Resource Officers. (2014). Best practice considerations for schools in active shooter and other armed assailant drills. Retrieved from http://www.nasponline.org/Documents/Research and Policy/Advocacy Resources/BP_Armed_Assailant_Drills.pdf

Best practice considerations for schools in active shooter and other armed assailant drills, NASP, NASRO (2014). Reprinted by permission of NASP via the Copyright Clearance Center.

National Conference of State Legislatures. (n.d.). Adolescent development and dompetency: Juvenile justice guide book for legislators. Retrieved September 12, 2016, from 

REQUIRED MEDIA

The Atlantic (Producer). (2018). Inside juvenile detention [Video file]. Retrieved from 

Laureate Education (Producer). (2016a). Interviewing juveniles and juvenile assessment [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 23 minutes 

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