Why is it not practical to deliver all of juvenile interventions in the community using MST, OTFC, or FFT?
What will be an ideal response?
Answers may vary.There are two answers to this question. First, not all communities offer these interventions. We cannot assume that because an effective intervention could be delivered in the community, it will be. Second, many judges would be inclined to place a youth in a secure residential facility as a consequence of a delinquency adjudication for a serious offense, even if that youth could possibly be treated in the community. This is because community values (which judges represent) may support such a placement. The publicly perceived risk to society is lower when a youth is placed in a secure residential program, even though the actual risk (gauged through outcome research) may not be. Unfortunately, the impact of different placements for juveniles who commit serious offenses is very difficult to judge through research. The ideal study to help understand the impact of a given program or placement involves random assignment to such a program, comparing the outcomes to "treatment as usual." Very few judges, juvenile system leaders, or legislators would support research that randomly placed serious offenders in the community (versus in residential placement) to determine the impact of each on subsequent reoffense risk.
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a. stress-induced ulcers b. noise-induced hearing loss c. musculoskeletal disorders d. toxicity from chemical exposures
Exposure to a suspect's photograph has been found to
A. produce fewer identifications of that person as perpetrator of the crime. B. produce more identifications of that person as perpetrator of the crime. C. not affect identifications of that person. D. produce more identifications in simultaneous, but not sequential arrays.
The textbook describes a famous research participant, S.F., who was able to memorize eighty-four digits, though his memory for letters was still about average. One lesson to be learned from this study is that
a. people like S.F. are unique, and the strategies used by S.F. are not applicable to the rest of us. b. you, too, can structure information as S.F. did, but the structure must be similar to the one used by S.F. c. information can only be structured only if it is linked to rules, meaning, or codes in long-term memory. d. you, too, can structure information according to its personal meaning to you.
All of these are contextual influences on children's gender typing EXCEPT:
A. Media B. Hormones C. Teachers D. Culture