Deck 7: Cops and Kids: Policing Juveniles

Question 1

Police departments develop juvenile units because:

A) police unions will not allow patrol officers to deal with juveniles.
B) procedural law requires that juveniles be dealt with only by juvenile units.
C) juvenile cases are often complex and require special juvenile justice processing.
D) juvenile cases are not a priority for the police.

Answer 1

C

Question 2

What level of law enforcement has most frequent contact with juveniles?

A) federal
B) state
C) local
D) private security

Answer 2

C

Question 3

The innovation in policing known as community-oriented policing emphasizes:

A) that police are experts in solving crime.
B) due process requirements in law enforcement.
C) community-based crime prevention.
D) the privatization of policing in local neighborhoods.

Answer 3

C

Question 4

For juvenile matters that involve minor criminal conduct or status offending, the police have traditionally been encouraged to follow what course of action?

A) the least restrictive alternative
B) strict interpretation of the legal statutes
C) immediate referral to juvenile court
D) use of the most punitive means

Question 5

When confronted with juveniles engaging in illegal behavior, law enforcement officers are required to:

A) make an arrest.
B) fill out a juvenile complaint form.
C) file a petition.
D) None of the above.

Question 6

Research indicates that the social characteristics of the juvenile (age, gender, race, and social class) have little influence on law enforcement decisions by the police because such decisions are shaped by legal factors alone.

Question 7

A police officer decides to refer a runaway case to a runaway shelter instead of making a formal referral to the juvenile court. This is referred to as:

A) a street adjustment.
B) disenfranchisement.
C) diversion.
D) reciprocal typification.

Question 8

The legally authorized deprivation of a person's liberty is called:

A) desistance.
B) arrest.
C) incasement.
D) debilitation.

Question 9

Historically, the primary purpose of arresting a juvenile was to ____________ the youth.

A) protect
B) punish
C) deter
D) decriminalize

Question 10

Police refer cases to the juvenile court by:

A) calling the prosecutors office to submit a verbal complaint.
B) issuing a ticket to the youth or submitting a police report to the juvenile court.
C) submitting a writ of certiorari to the juvenile court.
D) submitting a writ of habeas corpus to the juvenile court.

Question 11

What term refers to the procedural rights of citizens that are established in constitutions and extended through appellate court decisions and statutory laws? These rights are based on individual freedoms and limitations of governmental powers.

A) probable cause
B) cease and desist
C) double jeopardy
D) due process

Question 12

What is the legal principle that requires illegally obtained evidence to be excluded from a court of law?

A) abrogated evidence
B) differed sentencing
C) selective incorporation
D) exclusionary rule

Question 13

The Supreme Court case State v. Lowry (1967) confirmed:

A) a juvenile's right against unreasonable searches by police.
B) the obligation of police officers to state the Miranda Warning.
C) the priority of public safety over individual rights.
D) the right of juveniles to receive correctional rehabilitation.

Question 14

An adult is arrested, a juvenile is __________.

A) appropriated
B) taken into custody
C) removed from his/her surroundings
D) apprehended

Question 15

The following qestinons are on Reading 7.1: Slocum et al. (2016).
-Which of the following do Slocum et al. (2016) hypothesize in their study of police contact, procedural injustice, and subsequent delinquency?

A) The negative ramifications of police contact on subsequent delinquency will emerge for youth who are dissatisfied with their treatment, but not youth who are satisfied.
B) Juvenile recidivism rates are not impacted by prior experiences with law enforcement. 
C) Police contact will have a direct effect on delinquency.
D) Both A and C.

Question 16

The following qestinons are on Reading 7.1: Slocum et al. (2016).
-Where did Slocum et al. (2016) get their data to test their hypotheses?

A) National Evaluation of the Gang Resistance Education and Training Program (GREAT)
B) Uniform Crime Report (UCR)
C) Bureau of Justice Statistics (BJS)
D) National Criminal Justice Reference Service (NCJRS)

Question 17

The following qestinons are on Reading 7.1: Slocum et al. (2016).
-What recommendation does Slocum et al. (2016) make regarding future research on police contact, procedural injustice, and subsequent delinquency?

A) The effects of police contact may depend on the characteristics of the youth, such as race and gender.
B) The context in which the police-citizen interactions occur, such as neighborhood type, may give juveniles varying experiences and expectations of law enforcement.
C) Extend analyses to other types of police contact (e.g., interactions with school resource officers).
D) All of the above.

Question 18

The following qestinons are on Reading 7.2: Dudley (2015).
-According to studies hihglighted by Dudley 2015, how are young African American boys viewed by police in relation to Caucasian boys of the same age?

A) more innocent
B) more child-like
C) older
D) younger

Question 19

The following qestinons are on Reading 7.2: Dudley (2015).
-According to Dudley 2015, how can police play a role in easing trauma experienced by children?

A) By taking note of children in households that have frequent reports of domestic violence and reporting them.
B) By alerting schools of neighborhood crime so the school can watch out for specific kids.
C) By cleaning up crime scenes as quickly as possible to limit the public's exposure to them.
D) All of the above.

Question 20

The following qestinons are on Reading 7.2: Dudley (2015).
-In the Dudley 2015 reading, which of the following was not mentioned as a way to mitigate the impacts of childhood trauma?

A) Parental support and nurturing.
B) Having a strong and aggressive police presence in neighborhoods.
C) Early therapeutic intervention.
D) Feeling of safety and protection at home and in schools.