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1. Delinquency prevention programs always involve the juvenile justice system.
a.
True
b.
False
2. There are only two methods by which to classify delinquency prevention programs—the public health approach and the
developmental perspective.
a.
True
b.
False
3. Delinquency prevention programs receive a fraction of what is spent on the juvenile justice system to deal with young
people once they have broken the law.
a.
True
b.
False
4. An evaluation of the Cambridge-Somerville Youth Study found that the control group committed more crime than
those in the experimental group.
a.
True
b.
False
5. The Public Health Approach is divided into primary prevention, secondary prevention, and general prevention.
a.
True
b.
False
6. Delinquency prevention programs are designed with the intention of excluding juvenile justice personnel.
a.
True
b.
False
7. The Oregon Social Learning Center (OSLC) targeted first-time mothers-to-be to receive home visits from nurses during
their pregnancy.
a.
True
b.
False
8. Including violence prevention curricula as part of health education classes is one type of school-based prevention
program that has received much attention in recent years in the United States.
a.
True
b.
False
9. One report found that by age 5, children who experienced the enriched daycare offered by Head Start averaged a 10-
point gain on their IQ scores.
a.
True
b.
False
10. Nearly one-fourth of the programs reviewed in the Blueprints for Violence Prevention initiative were found to meet
the established scientific standards to be proven effective.
a.
True
b.
False
11. Any justice program or policy designed to prevent the occurrence of a future delinquent act is called delinquency
prevention.
a.
True
b.
False
12. Wilderness programs, probation, and secure confinement are examples of delinquency control programs.
a.
True
b.
False
13. According to one study, the cost to society of a single murder is as high as $10 million.
a.
True
b.
False
14. Juvenile delinquency and the juvenile justice system have little relationship to each other.
a.
True
b.
False
15. The developmental perspective is characterized in part by its implementation from childhood to transition to work as
an adult.
a.
True
b.
False
16. A negative prior factor in an individual's life that increases the risk of delinquency is called a protective factor.
a.
True
b.
False
17. Daycare serves to provide the child with a number of benefits, including social interaction with other children.
a.
True
b.
False
18. Mentoring has been shown to reduce delinquency and aggression.
a.
True
b.
False
19. Delinquency prevention programs directly help the adolescent, but other benefits, such as job skill acquisition and
stronger family ties, are also benefits created by these programs.
a.
True
b.
False
20. The only national estimate of the costs of juvenile delinquency focuses on _____.
a.
status crimes
b.
sexual crimes
c.
juvenile violence
d.
substance abuse
21. Started by Shaw and McKay, the _____ was one of the earliest juvenile delinquency prevention programs.
a.
Chicago Area Project
b.
House of Refuge
c.
Detached Street Workers
d.
Cambridge Project
22. The Cambridge-Somerville Youth Study was one of the first delinquency prevention programs to be evaluated using
a(n) _____.
a.
control group
b.
cost-benefit analysis
c.
self-report study
d.
randomized experimental design
23. One study puts the total cost of a murder, which includes victim costs plus costs to the justice system, at just under
_____.
a.
$1 million
b.
$5 million
c.
$ 8 million
d.
$10 million
24. In the _____, a major focus on delinquency prevention programs was to reach out to youth who were unlikely to use
community centers.
a.
1930s
b.
1940s
c.
1950s
d.
1960s
25. ______ dispatched trained social workers to seek out and meet with youth gangs three to four times a week on the
gang’s own turf.
a.
Mobilization for Youth (MOBY)
b.
Chicago Area Project
c.
Boston’s Mid-City Project
d.
Cambridge-Somerville Youth Study
26. ______ received federal funding and attempted an integrated approach to community development.
a.
Mobilization for Youth (MOBY)
b.
Chicago Area Project
c.
Boston’s Mid-City Project
d.
Cambridge-Somerville Youth Study
27. ______, in the public health approach, focuses on improving the general well-being of individuals through such
measures as access to health care services and general prevention education.
a.
Primary prevention
b.
Secondary prevention
c.
Tertiary prevention
d.
General prevention
28. ______, in the public health approach, focuses on intervening with adjudicated juvenile offenders through such
measures as substance abuse treatment and imprisonment.
a.
Primary prevention
b.
Secondary prevention
c.
Tertiary prevention
d.
General prevention
29. _____, in the public health approach, focuses on intervening with children and young people who are potentially at
risk for becoming offenders.
a.
Primary prevention
b.
Secondary prevention
c.
Tertiary prevention
d.
General prevention
30. A popular and effective form of family support according to the text is _____.
a.
Head Start
b.
Mentor America
c.
home visitation
d.
PALS
31. The most widely cited parenting skills program is one created by the ______.
a.
Administration on Children, Youth, and Families
b.
Oregon Social Learning Center
c.
Westinghouse Learning Center
d.
Administration for Children and Families
32. The Oregon Social Learning Center (OSLC) personnel teaches parents _____.
a.
disciplinary techniques that stress firmness
b.
that scowling or scolding is effective at deterring their children’s behavior
c.
that time out is ineffective for controlling their children’s behavior
d.
that explosive discipline is a last resort form of discipline
33. _____ focused on the effects of an early preventive intervention program for 6-year-old boys from poor
neighborhoods who were aggressive and hyperactive.
a.
Mobilization for Youth (MOBY)
b.
Chicago Area Project
c.
Montreal Longitudinal-Experimental Study
d.
Boston’s Mid-City Project
34. _______ has provided thousands of youths with advisors and relies on responsible and caring adults to volunteer their
time as mentors to young people.
a.
Project PATHE
b.
Mobilization for Youth (MOBY)
c.
Quantum Opportunities Program
d.
Juvenile Mentoring Program
35. Violence prevention curriculum for adolescents is one type of school-based prevention program. What does the
curriculum hope to achieve?
a.
Present anger as a normal, potentially constructive human emotion
b.
Encourage the free expression of anger whenever the emotion emerges
c.
Develop methods to suppress anger and other self-destructive emotions
d.
Develop age-appropriate expressions of anger
36. ______is a comprehensive program used in secondary schools that reduces school disorder and aims to improve the
school environment.
a.
Project PATHE
b.
Big Brothers Big Sisters Program
c.
Quantum Opportunities Program
d.
Juvenile Mentoring Program
37. More than _____ of all married couples with school-age children (ages 6 to 17) have both parents working outside the
home.
a.
one-half
b.
one-quarter
c.
nine-tenths
d.
two-thirds
38. Boys and Girls Clubs of America are one of the most successful ______ in preventing juvenile delinquency.
a.
mentoring programs
b.
after-school programs
c.
job training programs
d.
comprehensive community-based programs
39. ________ is a Canadian program implemented in a public housing development in Ottawa that recruits low-income
young people to participate in after-school activities.
a.
Participate and Learn Skills (PALS)
b.
Project PATHE
c.
Quantum Opportunities Program
d.
Juvenile Mentoring Program
40. ______is the best-known and largest job training program in the United States.
a.
YouthBuild U.S.A.
b.
Job Corps
c.
Peace Corps
d.
Dream Job
41. Experimentation with comprehensive community-based delinquency prevention began with the ______.
a.
Mobilization for Youth program (MOBY)
b.
YMCA
c.
Chicago Area Project
d.
Children At Risk Program (CAR)
42. The ______was set up to help improve the lives of young people at high risk for delinquency, gang involvement,
substance abuse and other problem behaviors.
a.
Mobilization for Youth program (MOBY)
b.
YMCA
c.
Chicago Area Project
d.
Children At Risk program (CAR)
43. Developmental prevention refers to interventions, especially those targeting _____ designed to prevent the growth of
criminal potential in individuals.
a.
status offenses
b.
school failure
c.
alcohol abuse
d.
risk and protective factors
44. The _____ used a method in which teachers learn techniques that reward appropriate student behavior and minimize
disruptive behavior.
a.
Good Behavior Game
b.
Quantum Opportunities Program
c.
Seattle Social Development Project
d.
Juvenile Mentoring Program
45. The only national estimate of the costs of juvenile delinquency focuses on _____.
a.
status crimes
b.
sexual crimes
c.
juvenile violence
d.
substance abuse
46. A positive prior factor in an individual's life that decreases the risk of future delinquent behaviors is termed a(n)
_____.
a.
protective factor
b.
positive factor
c.
lucky break
d.
proactive factor
47. Which of the following is NOT one of the pressing issues facing the future of delinquency prevention?
a.
Ethical concerns over early intervention
b.
The ease with which delinquency prevention programs have expanded
c.
Labeling and stigmatization that target at-risk families
d.
The long delays before early childhood programs show an impact on delinquency
48. Which of the following risk factors would have the greatest impact on juvenile delinquency?
a.
School problems
b.
Property crime
c.
Truancy
d.
Fighting
49. The effectiveness of mentoring programs, according to the text, has been shown to be _____.
a.
inconclusive, with some programs working and others not
b.
most effective with older children
c.
more effective than other programs
d.
less effective than other programs
50. Boot camps present an example of delinquency ______.
51. The most common areas of increased risk, based on a large number of male and female youths enrolled in the Juvenile
Mentoring Programs are school and _____.
52. Elements in the randomized experimental design are the experimental group and the ____.
53. The goal of _______ initiatives, such as Boston’s Mid-City Program, was to meet youths on their own turf.
54. _____ programs were instituted in the 1960s as a part of President Lyndon Johnson's War on Poverty.
55. One approach to reduce the costs of juvenile delinquency that focuses on stopping delinquency before it begins is
_____.
56. The _____ program was set up to help improve the lives of young people at high risk for delinquency, gang
involvement, substance abuse, and other problem behaviors.
57. The Nurse–Family Partnership is the best-known ______ program.
58. The _______teaches teachers and parents of students in first through sixth grade to reward appropriate behavior and to
consistently provide negative consequences for undesirable behavior.
59. Incarceration of juvenile delinquents is an example of a(n) _____ approach to juvenile delinquency.
60. ______ was started in 1978 by a group of young people in New York City to provide job training in carpentry and
construction to disadvantaged, unemployed youths.
61. ______ is a comprehensive program used in secondary schools that reduces school disorder and aims to improve the
school environment.
62. ______ is the best-known and largest job training program in the United States.
63. _____ programs usually involve nonprofessional volunteers spending time with people at risk for delinquency.
64. _____ programs are designed to assist students whose parent(s) work, even though school has been dismissed.
65. A group of subjects that receives a prevention program is called the ____.
66. A group of subjects that does not receive a prevention program is called the ____.
67. The ____ perspective claims that delinquency in adolescents is influence by "behavioral and attitudinal patterns that
have been learned during an individual's development.”
68. A(n) _____ factor would decrease the likelihood of delinquency in the future.
69. ____ childhood prevention programs are initiated before delinquency occurs.
70. The text speaks to “the many faces of delinquency prevention.” Explain what is meant by this turn of phrase.
71. Discuss the national estimate of costs related to juvenile violence.
72. Discuss federally funded delinquency prevention programs.
73. Explain the public heath approach to delinquency prevention.
74. Explain the developmental perspective to classify delinquency prevention activities.
75. Discuss the research regarding programs aimed at improving parenting skills.
76. Discuss Positive Action Through Holistic Education (PATHE). Do you think that schools should be responsible for
providing delinquency prevention programs? Explain.
77. Discuss Denise Gottfredson’s research into after-schools programs in Maryland. Explain your view on after-school
programs; include in your view who should be responsible for funding such programs.
78. Delinquency prevention programs face a number of obstacles. Identify and discuss these obstacles. Which of the
obstacles do you believe to be the most problematic? Explain.
79. Discuss what works, what doesn’t work, and what is promising in regard to school-based delinquency prevention
programs.
