Juvenile Crime
Code: 100469 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500257 Criminology | OB | 3 | 1 |
Contact
- Name:
- Josep Cid Moline
- Email:
- josep.cid@uab.cat
Use of Languages
- Principal working language:
- spanish (spa)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- No
- Some groups entirely in Spanish:
- Yes
Teachers
- Judit Xufre Calafell
Prerequisites
It is advisable to have a previous knowledge on criminological theories
Objectives and Contextualisation
The course addresses the subject of juvenile delinquency in various dimensions: the legal system, the study of different issues of delinquency, and the means of prevention and intervention with youth and young offenders. At the end of the course the student will be able to apply a prevention model according to the criminal typology, carry out a risk-needs assessment of young offenders and implement an intervention measure.
Competences
- Ability to analyse and summarise.
- Accessing and interpreting sources of crime data.
- Analysing the conflict and criminology by using the criminological theories and their psychological and sociological foundations.
- Designing a criminological research and identifying the appropriate methodological strategy to the proposed goals.
- Drawing up an academic text.
- Formulating research hypothesis in the criminological field.
- Identifying existing social resources to intervene in the conflict and criminality.
- Respectfully interacting with other people.
- Students must demonstrate a comprehension of the best crime prevention and intervention models for each specific problem.
- Students must demonstrate they comprehend the criminological theories.
- Students must demonstrate they know a variety of criminal policies in order to face criminality and its different foundations.
- Using the evaluation techniques of criminogenic risk and needs of a person in order to decide an intervention proposal.
- Verbally transmitting ideas to an audience.
- Working autonomously.
- Working in teams and networking.
Learning Outcomes
- Ability to analyse and summarise.
- Accurately applying the prevention models in specific crime situations.
- Analysing with scientific criteria the information obtained in criminological databases.
- Applying the criminological theories.
- Applying the scientific criminological knowledge to the delinquency analysis.
- Appropriately choosing the social resource for each professional intervention case.
- Correctly drawing up every part of a criminological research project.
- Drawing up an academic text.
- Efficiently applying the foundations of the different crime policies in the professional activity.
- Inferring the intervention models in accordance with a previous needs assessment.
- Respectfully interacting with other people.
- Using the appropriate research methodology in accordance with the suggested criminological research.
- Verbally transmitting ideas to an audience.
- Working autonomously.
- Working in teams and networking.
Content
Content
Topic 1: Background and contextualization. Evolution of juvenile delinquency and juvenile justice systems.
Topic 2: Development, maturity and crime.
Topic 3: Risk and protective factors in young people.
Topic 4: From criminological theories to risk assessment.
Topic 5: Prevention and intervention programs for young people.
Topic 6: Juvenile systems: reform and protection.
Methodology
A) Lectures
During the lectures, activities will be carried out to promote reflection and debate, with a learning control.
B) Seminars
Students will have to prepare a paper or perform another activity to prepare for the seminar. During the seminar, students will have the opportunity to listen to different opinions of the rest of the classmates and professors, solve doubts, discuss the main ideas and consequently, increase the learning about juvenile delinquency. The topic of the seminars will be posted on the virtual campus before the beginning of the course.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Exam | 0 | 0 | 3, 2, 9, 5, 4, 6, 10, 7, 1, 14, 12 |
| Lectures | 18 | 0.72 | 3, 4, 10, 11, 13 |
| Seminar | 18 | 0.72 | 3, 4, 10, 8, 11, 1, 13, 14, 15 |
| Type: Autonomous | |||
| Personal work | 109 | 4.36 | 3, 4, 10, 8, 11, 1, 13, 15 |
Assessment
Conditions to be evaluated and pass the course
Students can only be evaluated if they attend at least 80% of the lectures and seminars.
Absences can only be excused for reasons of illness or other reasons of force majeure and academic reasons duly authorized by the professor.
A minimum grade of 5 is required to pass the course.
Evaluation items
a) Seminar Work (50%)
i) Individual Presentation (10%)
ii) Group Work (10%)
iii) Poster (30%)
b) Attendance and participation (10%)
c) Exam (40%).
Resit
Students will have the opportunity of a second chance in case in failing in some continnuous assignments and in the exam. In the case of resit the maximum grade that can be obtained is a 5.
Other important aspects of evaluation
Assignments out of time will not be accepted.
Fraudulent conduct
A student who cheats or tries to cheat in an exam will get a 0 in the subject and will lose the right to resit. A student who presents an assignment in which there is evidence of plagiarism will get a 0 and will receive a warning. In case of repetition of the conduct, the student will fail the course (0), losing the right of resit.
Punctuality
Lectures and seminars start on time. Late arrival and leaving the class before the end will not be admitted.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance and participation | 10% | 0 | 0 | 3, 9, 11, 1, 13, 15 |
| Exam | 40% | 5 | 0.2 | 9, 4, 8, 1, 14 |
| Individual Exhibition | 10% | 0 | 0 | 3, 2, 4, 8, 1, 14 |
| Poster | 30% | 0 | 0 | 3, 5, 4, 6, 10, 8, 1, 14, 15, 12 |
| Work in Group (Seminars) | 10% | 0 | 0 | 3, 2, 9, 7, 8, 1, 13, 14 |
Bibliography
Mandatory readings
Vázquez González, C. (2019). Delincuencia Juvenil. Dykinson S.L. [caps 1, 2, 5, 6, 7, 9 i 10]
Andrés-Pueyo, A. & Echeburúa, E. (2010). Valoración del riesgo de violencia: instrumentos disponibles e indicaciones de aplicación. Psichotema, 22 (3), 403-409.
Fernández E. & Bernuz, M. J. (2018). Justicia de Menores. Síntesis. [caps 2, 3, 4 y 7]
Furthermore, the students will need to read essays and other material to prepare the seminars. The material will be indicated at the beginning of the course
Recommended readings
Agnew, R. & Brezina, T. (2005). Juvenile Delinquency: causes and control. Oxford Universty Press.
Blanch, M., Capdevila, M., Ferrer, M., Framis, B., Ruíz, U., Mora, J., Batlle, A. & López, B. (2017). La reincidència en la justícia de menors. Generalitat de Catalunya, Departament de Justícia. Centre d’Estudis Jurídics i de Formació Especialitzada. Recuperat de: http://cejfe.gencat.cat/ca/recerca/cataleg/crono/2017/reincidencia-jj/
Heilbrum, K., Sevin-Goldstein, N. & Reeding, R. (Eds.) (2005). Juvenile delinquency: Prevention, Assessment and Intervention. Oxford University Press.
Ibabe, I., & Jaureguizar, J. (2011). El perfil psicológico de los menores denunciados por violencia filio-parental. Revista Española De Investigación Criminológica, 9, 1-19.
Montero, T. & de Vicente, R. (2016). Justicia Juvenil. Tirant lo Blanch.
Olweus, D. (1993). Bullying at school. What we know andwhat we can do [trad espanyola: Conductas de acoso y amenaza entres escolares. Morata, 1998]
Otto, R. & Douglas, K. (Eds.) (2009). Handbook of Violence Risk Assessment. Routledge.
Perry, A., McDougall, C. & Farrington, D., (Eds.) (2006). Reducing crime: The effectiveness of Criminal Justice Intervention. Willey & Sons, Ltd.
Rechea, C. & Cuervo, A.L. (2010). Menores agresores en el ámbito familiar: Un estudio de casos. Revista de Derecho Penal y Criminología, 3, 353-375.
Singh, J., Grann, M. & Fazel, S. (2011). A comparative study of violence risk assessment tools: A systematic review and metaregression analysis of 68 studies involving 25.980 participants. Clinical Psychology Review, 31 (3), 499-513
Software
No specific program is required in this course.