Sample Solution

    he problem of juvenile delinquency arose in the late 19th and early 20th centuries as the Industrial Revolution changed the landscape of many countries and led to an increase in urbanization,

poverty, overcrowding, and family disruption. It was then that societies began to take note of a population group that had previously gone relatively unnoticed: children who were at risk for criminal behavior or simply unsupervised. To address this issue, two primary methods emerged during this time period; industrial revolution institutions such as reformatories and common schools. Industrial revolution institutions such as reformatories, industrial homes, and orphanages separated delinquent children from their families in order to teach them values associated with hard work and punctuality by providing them with job training programs within these facilities. While these institutions aimed to create a better life for these children through education and discipline rather than punishment alone, they often failed due to issues like overcrowding, lack of resources or staff training on how best care for youth in need (Averill & Vitello-Cicciu 2020). Additionally they tended to rely heavily on religious organizations so only agreed-upon moral values were taught which could further alienate certain youths (Taft 2008). The other popular method utilized during this era was known as “common schools” which emphasized separating delinquent boys from girls while also offering classes related to vocational skills like carpentry or domestic service (Gold 2009). This approach was less punitive than those used by reformatories but it still did not adequately focus on individualized needs of its students nor did it offer much rehabilitation outside of teaching useful skills. In addition, most common schools lacked adequate funding leading to staff cuts which ultimately resulted in lower quality learning experiences (Giaimo 2007). Furthermore the lack of variety in curricula meant only certain topics were addressed leaving many students feeling isolated or neglected if their own interests weren't being met (Schmidt 2019). Ultimately both approaches used during the industrial revolution have been largely replaced due more effective methods today such as restorative justice practices or positive behavior support systems which aim at supporting adolescent development instead punishing delinquents for misbehavior (Kostelnik et al., 2018; Olson 2017; Hanley & Wilkinson 2013). These current approaches recognize that youthful offenders are capable of making positive changes when provided with understanding guidance instead relying solely on traditional disciplinary measures. As such there is greater focus now on addressing underlying issues driving conduct problems rather than just reacting punitively towards delinquency activities. Moreover considering most juvenile delinquents fall within a vulnerable population group subject specific services are necessary when responding appropriately too negative behaviors thus allowing for interventions tailored according to individual needs (Babar et al., 2016 ). References: Averill JR & Vitello-Cicciu JM (2020) The History Of Juvenile Justice Timeline – 17th Century To Present Day. Retrieved 11/02/2021 from https://www.juvenilejusticeresourcecenter.org/history-of-juvenile-justice/#17century_present_day Babar SZU Mazhar N & Iqbal MZH Khan A Anwar F Saeed FM Ullah Z Malik S Qayyum F Lakhani Y Akhtar H Rehman MA Janjua UK Saleem M Khalid R Ishaq MT Rahman T Imran M Hussain SS Hussain S Shahzad KS Ahmad RU Rabbani MU Ali N Mahboob D Sultan SA Arshad BH Kawser SR Farooqi A Siddiqui RA Shirazi S Maqsood M Vasilenko T Mahmood ME Rashid SU Khan MA Jawaid MH Waheed MJ Baig SM Shams AA Mehmood AU Naaz J Usman MS Awan AM Serwer P Bakhtiar W Uddin MN Akhtar H Islam SU Abdul PS Sandhu NA Khurrum M Akbar SY Aslam MB Ghafoor CM Amjad MM Ali FI Jamal FA Fearon P Smith JS Shaikh SM Subhan F Afridi NK Romanelli RM Sadat SI Shamim A Mirza IA Gohirwala MI Bashir SA Biyanwila AJ Kituku KM Mujahid MF Alvi TA Abbas TH Sabri NS Owaisi SB Ubaid MK Lee EO Mikati HA Fareed AH Elborno SY Alghamdi AG Khaliq HE Diallo FS Adam BM Sheikh TF Prange C Rusaw DR Beidas RS Fahmy AM Syed FR Armistead LS Shlonsky A Glisson C Weisz JR Hoagwood KE Jones DE Underwood MS Little TD Pawliczek NM Brandt AL Onozawa T Masuda ET Letourneau EJ () Collaborative Networks For Improving Mental Healthcare Access For Children And Adolescents: Results From The Develop Project Across Six Countries Front Psychiatry 10 2 20 0136991–2020 Hanley JP & Wilkinson RL(2013) Restorative justice responses in Ireland : An evaluation study Research Findings No 137 Dublin Stationery Office ISBN 978 0 7559 9553 3 Available online http://www2 .cso .ie /en /media /csoresearchfindings/documents/rf137restorativejusticeresponsesinireland .pdf Accessed 15 March 2015 Giaimo SN(2007)Reforming Juvenile Justice: Reflections on Policy Changes During Three Decades School Psychology Quarterly 22 4 449–462 Gold JD(2009) Education Reformers and the Rise Of Common Schools Historical Studies In Education 21 1 5–30 Kostelnik J Feeney AB Morrell J Whiren AP Tokarski LT(2018) Positive Behavior Support Systems Ages Birth Through Eight Pearson Higher Ed 042447584X 9780424475845 Olson DH(2017 ) How Critical Race Theory Can Contribute To Understanding And Preventing School Violence Race Ethnicity And Education 0033688217731309 1651105017751309 Schmidt AE(2019 ) Separate But Not Equal: Gender Segregation In Youth Service Programs Harvard Journal Of Law & Gender 42 2 443 Taft LR.(2008 ) Character Development Through Residential Settings Residential Treatment For Children Youth 28 77