The juvenile justice system navigates a high degree of variation in youthful offenders. While professionals with insights about reform and adolescent development consider the risks, the needs, and the patterns of delinquency of youth, too little attention is paid to the responses and practicalities of a system that is both complex and limited in its resources.
In his essential book, Taking Juvenile Justice Seriously, Christopher Sullivan systematically analyzes key facets of justice-involved youth populations and parses cases to better understand core developmental influences that affect delinquency. He takes a comprehensive look at aspects of the life-course affected by juvenile justice as well as at the juvenile justice system’s operations and its multifaceted mission of delivering both treatment and sanctions to a varied population of youths.
Taking Juvenile Justice Seriously first provides an overview of the youth who encounter the system, then describes its present operations and obstacles, synthesizes relevant developmental insights, and reviews current practices. Drawing on research, theory, and evidence regarding innovative policies, Sullivan offers a series of well-grounded recommendations that suggest how to potentially—and realistically—implement a more effective juvenile justice system that would benefit all.
Grounded in direct, systematic observation by neutral observers, Talking with the Children of God is a unique study of the radical religious movement now known as The Family International. The book draws on extraordinarily candid interviews with the group's leaders and administrative staff. In revealing new information about the organization's history, beliefs, and use of prophecy, Gordon Shepherd and Gary Shepherd offer a highly detailed case study that is both an antidote to sensationalized coverage of the group and a means for understanding the transformational practices of new religious movements in general.
One of the most controversial groups emerging from the Jesus People movement of the 1960s, the Family originally was known as The Children of God. Under leader David Berg, members proclaimed an apocalyptic "Endtime," shunned secular occupations, lived communally, and adopted unusual sexual practices that led to abuse scandals in the 1970s and 1980s. Following Berg's death in 1994, the organization began to dramatically alter its evangelization efforts and decision-making processes.
Talking with the Children of God builds a picture of a complex organization with ten thousand core members worldwide, including details on the lives, careers, and responsibilities of the second generation and their efforts to defend their faith. The authors summarize the Family's history and beliefs as well as its controversial past. In particular, they analyze the organization's use of prophecy--or channeled revelations from Jesus and other spiritual beings--for making decisions and setting policy, revealing how this essentially democratic process works and how it shapes Family life and culture.
These remarkable insights are the result of sixteen years of surveys and field observations conducted in Family member homes in sixteen countries, plus four days of face-to-face interviews with Family leaders and organizational staff. The volume also includes condensed transcripts of the interviews with analysis by Shepherd and Shepherd.
A substantial number of American children experience poverty: about 17 percent of those under the age of eighteen meet the government’s definition, and the proportion is even greater within minority groups. Childhood poverty can have lifelong effects, resulting in poor educational, labor market, and physical and mental health outcomes for adults. These problems have long been recognized, and there are numerous programs designed to alleviate or even eliminate poverty; as these programs compete for scarce resources, it is important to develop a clear view of their impact as tools for poverty alleviation.
Targeting Investments in Children tackles the problem of evaluating these programs by examining them using a common metric: their impact on earnings in adulthood. The volume’s contributors explore a variety of issues, such as the effect of interventions targeted at children of different ages, and study a range of programs, including child care, after-school care, and drug prevention. The results will be invaluable to educational leaders and researchers as well as policy makers.
Where do lessons of “stranger danger” and safety come from—and do they apply differently for women? A gender-fear paradox shows that although women are less likely to be victims of most crimes (sexual assault aside), their fear of crime is greater. Moreover, girls and women—especially White women—are taught to fear the wrong things and given impossible tools to prevent victimization. In Teaching Fear, Nicole Rader zooms in on the social learning process, tracing the ways that families, schools, and the media have become obsessed with crime myths, especially regarding girls and women.
Based on in-depth research and family studies, Rader reveals the dubious and dangerous origins of many of the most prominent safety guidelines that teach young girls to be more afraid of crime. These guidelines carry over to adulthood, influencing women’s behaviors and the way they order their worlds, with dangerous consequences. As women teach their learned behavior and conditioned fear to others, gendered crime myths are recirculated from generation to generation, making them a staple in our society.
Teaching Fear includes suggestions for taking precautionary measures and crime prevention strategies. Rader also provides guidance for instilling safety values and demonstrating how we can “teach fear better” to break this cycle and truly create greater security.
You are nine years old. Your best friend's father is arrested, half your classmates disappear from school, and someone burns down the house across the road. You think your neighbors were planning to kill your family. You are eight years old and imprisoned in your home by your father's old friends. You are ten years old and must climb a mountain at night to escape the soldiers trying to shoot you.
What happens to children who grow up with war? How do they live with the daily reality of danger, hunger, and loss--and how does it shape the adults they become?
In Then They Started Shooting, child psychiatrist Lynne Jones draws the reader into the compelling stories of Serbian and Muslim children who came of age during the Bosnian wars of the 1990s. These children endured hardship, loss, family disruption, and constant uncertainty, and yet in a blow to psychiatric orthodoxy, few showed lasting signs of trauma. Thoughts of their personal futures filled their minds, not memories of war.
And yet, Jones suggests in a chilling conclusion, the war affected them deeply. Officially citizens of the same country, the two communities live separate, wary lives. The Muslims hope for reconciliation but cannot believe in it while so many cannot go home and war criminals are still at large. The Serbs resent the outside world, NATO, and fear the return of their Muslim neighbors. Cynical about politics, all of them mistrust their elected leaders. War may end, but the persistence of corruption and injustice keep wounds from healing.
The belief that with hard work and determination, all children have the opportunity to succeed in life is a cherished part of the American Dream. Yet, increased inequality in America has made that dream more difficult for many to obtain. In Too Many Children Left Behind, an international team of social scientists assesses how social mobility varies in the United States compared with Australia, Canada, and the United Kingdom. Bruce Bradbury, Miles Corak, Jane Waldfogel, and Elizabeth Washbrook show that the academic achievement gap between disadvantaged American children and their more advantaged peers is far greater than in other wealthy countries, with serious consequences for their future life outcomes. With education the key to expanding opportunities for those born into low socioeconomic status families, Too Many Children Left Behind helps us better understand educational disparities and how to reduce them.
Analyzing data on 8,000 school children in the United States, the authors demonstrate that disadvantages that begin early in life have long lasting effects on academic performance. The social inequalities that children experience before they start school contribute to a large gap in test scores between low- and high-SES students later in life. Many children from low-SES backgrounds lack critical resources, including books, high-quality child care, and other goods and services that foster the stimulating environment necessary for cognitive development. The authors find that not only is a child’s academic success deeply tied to his or her family background, but that this class-based achievement gap does not narrow as the child proceeds through school.
The authors compare test score gaps from the United States with those from three other countries and find smaller achievement gaps and greater social mobility in all three, particularly in Canada. The wider availability of public resources for disadvantaged children in those countries facilitates the early child development that is fundamental for academic success. All three countries provide stronger social services than the United States, including universal health insurance, universal preschool, paid parental leave, and other supports. The authors conclude that the United States could narrow its achievement gap by adopting public policies that expand support for children in the form of tax credits, parenting programs, and pre-K.
With economic inequalities limiting the futures of millions of children, Too Many Children Left Behind is a timely study that uses global evidence to show how the United States can do more to level the playing field.
If children were little scientists who learn best through firsthand observations and mini-experiments, as conventional wisdom holds, how would a child discover that the earth is round—never mind conceive of heaven as a place someone might go after death? Overturning both cognitive and commonplace theories about how children learn, Trusting What You’re Told begins by reminding us of a basic truth: Most of what we know we learned from others.
Children recognize early on that other people are an excellent source of information. And so they ask questions. But youngsters are also remarkably discriminating as they weigh the responses they elicit. And how much they trust what they are told has a lot to do with their assessment of its source. Trusting What You’re Told opens a window into the moral reasoning of elementary school vegetarians, the preschooler’s ability to distinguish historical narrative from fiction, and the six-year-old’s nuanced stance toward magic: skeptical, while still open to miracles. Paul Harris shares striking cross-cultural findings, too, such as that children in religious communities in rural Central America resemble Bostonian children in being more confident about the existence of germs and oxygen than they are about souls and God.
We are biologically designed to learn from one another, Harris demonstrates, and this greediness for explanation marks a key difference between human beings and our primate cousins. Even Kanzi, a genius among bonobos, never uses his keyboard to ask for information: he only asks for treats.
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