“Race Matters”

Juvenile Minority Sensitivity Training

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.

Training Objectives

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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.

In Congress…

Constructs of a civilized society, by those in authority

Vested interest in status quo

Law enforcement are agents of the government

Laws and Morals

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.

Institutional Racism

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Post-Civil War

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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

Post-Civil War

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One-half of lynchings involved police participation9 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

Post-Civil War

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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

Juvenile Justice System

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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

Juvenile Justice SystemChicago Reform

Movement-1899Identify cause and

administer rehabilitationVaried 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

Juvenile Justice System

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1974 the Juvenile Justice Delinquency Prevention ActOutlined core protectionsRequired states to remove

noncriminal status offenders from secure custody

Amendments included: Sight and sound separationRemoval from adult jailsDisproportionate confinement issues

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51 Individual systems Each has varying:

Case processing procedures

JurisdictionsCorrectional

methods

Current Juvenile Justice System

North Carolina Department of Juvenile Justice and Delinquency Prevention

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In 2008 received 4,896 status offense complaints

In 2008 received 38,901 delinquency complaints

PLUS Decision Making ModelFundamentally sound

Simple and straightforward

Descriptive vs. Prescriptive

1. Define Problem

2. Identify Objectives

3. Identify Solutions and Alternatives

4. Evaluate Consequences

5. Make Decision

6. Implement Decision

7. Evaluate Decision

PLUS Steps

Defining the Problem

Difference between Expected/Desired and Actual

How the problem is defined determines causes and where to look for available solutions

Identify ObjectivesObjectives are the desired

outcomesDirectly related to the

defined problemShort-term is immediate and

specificLong-term is persistent and

broadDecision point within the

system may affect identified objectives

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

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

Make the Decision

Steps one through four may be assessed differently based on stakeholder’s interest

Interests may be competing with multiple stakeholders

Implement the Decision

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

Evaluate the DecisionEvaluation of the decision and outcome is the bridge to the next decisionFocus 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?

PLUS Ethical Filters

Is the decision consistent with policies and procedures?

P Policies

Is the decision acceptable according to applicable laws and regulations?

L Legal

Does it conform to universal principles and values?EPIC is a good acronym to use for universal values: Empathy, Patience, Integrity, and CourageDoes the decision meet my personal definition of right, good, and fair?

U Universal

S Self

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.

Training Objectives

Questions?