Similarities and differences of youth justice systems

Similarities and differences of youth justice systems Introduction Different countries have their own different way of dealing with their young offenders. Youth offenses comprise a sensitive issue that ought to be handled with care. The youth justice system of any country is charged with the responsibility of dealing with young offenders. The paper is a review into the similarities and the differences of youth justice systems in England and Wales and Sweden in view of their youth justice systems. Barth (1992) emphasizes that there are many reasons as to why the youth engage in criminal activities among them poor parenting and lack of proper education. Different societies respond to crime differently and the response to a particular crime varies as societies evolve changing its values over time. For instance, during the olden days, the words rehabilitation and the rights of the child were rarely talked about but in the modern day our societies have changed and incorporated such concepts and this have affected the way we punish the youth. Societys definition of minor and major crimes has also changed over time (White, 2001). However, it is evident that as societies change over time and children who in the olden days were thought not in a position to commit crimes are now committing them. Justice systems have also evolved to cope with the changes in society. The youth justice system in light of the welfare of the child has come up with ways to deal with young offenders in a way that is different from the one that is used in dealing with adults and also a way that incorporates the welfare of the child. One factor is therefore clear that the youth justice system in England and Wales and Sweden have changed over time to keep abreast with the changes in crime activities involving the youths. In regard to England and Wales and in view of social disclosure, the proceedings and the verdict of a case where a person who is considered a youth has committed a crime, may be reported by the media but the persons identity is not to be openly disclosed to the public (Hill, Lockyer, Stone, 2007). According to Hill, Lockyer, Stone, (2007) in terms of social disclosure in England and Wales, the information is not reported to the public freely. Press members are restricted in terms of the information that they can report to the public. In addition, only selected members are allowed to the proceedings in which a minor is being judged. Only the members of the press, parents and guardian of the offender are allowed into the proceeding which shows that the justice system in England and Wales takes serous offence in disclosing criminal information regarding a minor. However, Sweden has a different approach to social disclosure involving young peoples offences. Young offenders in Sweden ar e not tried in a different court from their adult counterparts and therefore information relating to young people offenses is open to the general public. One of the ways that the youth justice system in England and Wales is similar to that of Sweden is through the use of restorative judgment. According to White (2001) England and Wales youth justice system aims at identifying youths who are at risk of engaging in offenses. The principal aim of the youth justice system in England and Wales is to prevent the youths in indulging in activities that can result in crime and hence the existence of youth offending teams in England and Wales. For instance, it is believed that if the youths have plenty of activities to indulge in they rarely engage in criminal activities. The interventions created allow youths to be occupied and hence lack the time to indulge in criminal activities. Similarly Swedens youth justice system is committed to preventing crimes occurring among the youths (Sundeen, 2002). This is done through the use of social welfare committees who take responsibility of the offenders and are in charge of reforming the youth. However, reformation of youth offenders in Sweden is compulsory. In economic sense, it is easier to have interventions and programs that prevent the youth from indulging in criminal activities than to wait until its too late and youths have to be sentenced to life imprisonment (Sundeen, 2002). Littlechild, (1997) suggests that decision making is crucial to all youths whether in Sweden or in England and Wales. Most of the times, it is argued that young people are not in a position to make decisions on their involvements in activities that are deemed as criminal activities by the law. In England and Wales, a young offender who is charged with a criminal offense is between the ages 10 years and 18 years while in Sweden, a young person who can be charged with a criminal offense is usually below the age of 15. At the age of 15 years and above, young offenders in Sweden are tried in the same courts as the adults. Drawing a sharp contrast in the two countries youth justice systems (Littlechild, 1997), the age at which a person is deemed an adult matters. Young offenders who are 18 years in England and Wales are tried in youth courts and therefore categorized as persons who are influenced by their age in decision making. Muncie, Hughes, McLaughing, (2002) points out that though the youth justice system in Sweden recognizes that young people are under a lot of pressure when making decisions, it does not offer any exceptions when trying young persons in courts between the ages of 15 years to 18 years. In England and Wales, a person who is 18 years and is being tried in a youth court has a better understanding of the youth justice system as compared to a person who is 18 years in Sweden and is being tried in a criminal court (Stephenson, Giller, Brown, 2007). Young offenders in England and Wales are at a better position of understanding the law in regard to criminal offenses as opposed young offenders in Sweden at the age of between 15 years and 18 years and who are tried in criminal courts. However, youth justice systems in both states also plays the role of ensuring that youths understand the repercussion of their negative actions and behavior in the society. Youth justice systems play a major role in legal referencing. It has helped in reprimanding the youths in both states though the approach to young persons offenders differs between the states. In Sweden, (Sundeen, 2002) the approach used in the youth justice system leans more towards the welfare of the young persons. The Swedish youth justice system focuses on the need of the young person and therefore instead of punishing the young offender, he or she is placed in the hands of the local authority which is in charge of the youth justice system. Even though young persons at the age of 15 to 17 years are tried in criminal courts, the courts place the responsibility of the young person in the compulsory social services in Sweden. In England and Wales, the youth justice system is oriented towards punishing the young offenders and making them pay for the mistakes they have done without the considering that the young person may have committed the crime due to various circumstances. It is a rgued that when a young offender is punished for his or her mistakes, he or she is likely to learn from the mistake because the punishment will serve him or her as a negative reinforcement associated with doing wrong. Over the years, youth justice systems have spurred debates as to their effectiveness in reducing criminal activities among the youth. Major policies in both countries (Stephenson, Giller, Brown, 2007) have become the subject of internal politics in the youth justice systems. For instance in England and Wales, there are some people who feel that when young offenders are taken to social welfare organizations, they interact with other young people who do not have a criminal background and might in turn learn the vices through socializing with the young offenders. Others feel that the youth justice systems are not instrumental in reducing criminal activities among the youth for instance in England and Wales while in Sweden, the youth justice system has done a commendable job. Therefore, in both countries, youth justice systems are subject to politics and scrutiny by even politicians. In conclusion, matters relating to crimes by young offenders are very sensitive. Each state handles its young offenders in different ways. It is apparent that criminal activities among the young people do occur and no gender is an exceptional. White (2001) argues that both girls and boys are capable of committing a crime. The state has the mandate of ensuring the safety of her citizens and therefore cannot let the young offenders go free committing crimes and without punishment. On the other hand, the young offenders to the state are the future leaders of tomorrow and therefore, the state needs to take care of them. According to Stephenson, Giller, Brown, (2007) interventions should focus on the needs of the youth and consequently help the young offenders reform and avoid indulging in criminal activities. A good example is the way Sweden handles its young offenders through a compulsory welfare program. According to Barry (1994) in Sweden, the needs of the child are carefully assesse d and the youth justice system is more interested in helping the child develop and learn from his or her mistakes than in punishing the young offender.

Essays --

Many things can set apart the different people in the world, but a crucial characteristic that makes the world diverse is a person’s moral ethics and values. Ethics is a defining key that is shared by people all around for it is what people use to make decisions that impact themselves and the people around them. In William Shakespeare’s play Macbeth, Shakespeare expresses his own value of all deeds have consequences through the characters Macbeth, Lady Macbeth, Malcolm and the plot of the story. It depends on how you refer to the word consequences. Good or bad. â€Å" Nought's had, all's spent, where our desire is got without content; 'Tis safer to be that which we destroy. Than by destruction dwell in doubtful joy.† (3.2.7-9) This shows that getting what you want doesn’t always bring peace. Lady MacBeth is one of the most alluring female characters in Macbeth. She is evil and witch-like all at the same time. However, during the play we see her in two different ways. When we first meet her in the beginning, she is a brutally violent, power craving witch, and later on she turns into a shameful, suicidal, grieving, woman. Lady Macbeth’s deception plays a big role in Macbeth’s actions because she wished of nothing but the death of King Duncan. The problem was, she was a female and did not have the masculinity to murder someone so she used the next most capable power she had. Deception. She deceived Macbeth into killing Duncan. "Wouldst thou have that which thou esteem'st the ornament of life, and live a coward in thine own esteem." (1.7.45-47) She states that if Macbeth does not following through with the deed of murdering Duncan, he would make a coward of himself and would look foolish in his own eyes. After the murder of Duncan, Lady ... ...leader to follow and look to. To express his morals and values throughout the characters and the plot of the play, Shakespeare created a storyline that successfully gave each character a role that shows the turn outs of what would happen if ethical decisions were not made and displayed the way that they were supposed to. In his play Macbeth, Shakespeare is sharing to the audience that through every action you make, there is always a consequence that must be dealt with or a certain outcome that you must live up to. He does this through his characters Macbeth, Lady Macbeth and Malcolm. While not all people have the same set of morals as each other, everyone has the power to make the best or worst decisions. The aftermath of those decisions play into the lives of everyone around including their own and can either create great success in someones life or fatal tragedy.

Poetry

Alone In a dark room, -Every entity has left me here. -The door Is barred by a broom, Belonging to the witch who sealed my faith. -Curled into a ball -Knees to my chest, back against the wall. -This is my only protection. -Although the only breath I hear is my own, -I'm reminded I'm not yet alone. Lingering above me Is the everlasting pressure, -That makes my body wrack with sobs. -Cut, It whispers, The foul word drips with a venom even snakes envy. It swirls around me, -Taking in the sight of the cowardly abomination that is me. This may not be a pleasurable presence, -But at least I'm not abandoned. -Detached from all beings, this empty feeling must be my sole purpose. 2.Time bomb – 2014 -You're Like a time bomb -Ticking endlessly -She's walling for you to explode Stabbing her with the millions of scattered pieces you'll have broken into -It's only a matter of time -As she watches you fading -You're falling apart before her eyes -and she is trying desperately to do -what all the kings horses and all the kings men couldn't -But she can't change the past -She can't undo what's already been done -She can't take back their venomous words Or somehow make you forget all the pain you endured -Because even If she drives them away -you are soul your own worst enemy And the monsters outside -The paint of your resilience is chipping away -And you're clutching to your blade more desperately than before -Her pleas and promises are falling on deaf ears -And sometimes she wonders if all this sorrow is worth -the happiness she feels -When she's holding your hand -But then she remembers the girl -Who, at only fifteen -Was going to take her life -And she was clutching Just as desperately to that knife -but you saved her -And you've been saving her ever since She saw a light in your eyes, there was nothing left to fear -And now helplessly -She watches it disappear -She wants to be the savior, that you are to her -But no matter how hopeful she seems -She's optimistic in v ain -You say she can't make you happy, she can't end the pain -She speaks wistfully of future plans -She wishes on a star -Words turn into razors -You say you don't plan on making it that far -But she still loves you Just the way you are -And like a time bomb would -You'll explode -destroying everything in your path -And when you do -She'll have nothing left -Suicide is such a Shiite thing to expect 3. Thunderstorm – 2014 -You taught me how to count beautifully -The seconds between -Thunder and lightning -As it shook the foundation of our world -You taught me -Not to be afraid -But baby there is a thunderstorm -Raging on outside -But I can only count -The days since you -All because -Of me 4.How to destroy an infection – 2014 I need someone To help me get rid of these feelings The feeling that I'm disgusting But I've come to realize that No one can get rid of them No one They're a part of me And the only way to destroy the infection Is to attack at the root 5. Sixty pe rcent deadly – 2014 Humans are approximately Sixty percent water Because, you see We are all oceans Seas Lakes Rivers Puddles Droplets Tears We slip our fingertips in To test the waters To see if these people will love us Love you Foolishly For you have forgotten As you always do when you are Blinded & confused as sweet liquid Fills your lungs You're drowning Drowning in someone else But you are not the victim You are the villain Ignorant Have you forgotten, Sabina?You are a plague A reckless force of evil You create hurricanes with Your words Typhoons with Your actions Yet still you dip your fingertips in Slowly being swallowed In bittersweet and forgetful bliss As you kill everyone around you How many lives must you take To remember 6. Crimson – 2013 The dark crimson streaks They're all too familiar Deep down across the canvas of my wrist You promised†¦ I hear his echo The solemn whisper still clear Above the buzzing in my ear I lay in bed, open my eyes Shift my head I'm looking at destruction, hatred Written across my wrists They scream at me I'm staring at words Strong enough to break bones I'm peering in through the cracks Is someone looking back?She wants to escape The girl inside She can't find her way out I need a small crevice, she hisses, Just one, pretty please? Sweet venom laces her words I wonder aloud, hearing no reply Has she gone already? Lied and escaped without a passing goodbye? Or maybe I cut too deep And broke her too But Just then, I hear A faint laugh I'm still deep down inside of you Cut deeper, you'll reach me I promise Those two words are so familiar But my cuts have almost healed I plead But Sabina, darling, I need to be freed I can't stand this anymore Just end the pain I know what to do I must be insane And with that We're back to where we started And how I've missed it It's been three days since I last saw 7.Click © – 2014 They say to wear your heart on your sleeve But That seems a bit gruesome Doesn't it? How does one wear a heart? Do you take a needle and thread Slowly and painfully piercing The edges of your heart Threading it to The fabric on your wrist Splattering the innocent,even friends With blood as you wave It's almost laughable Do you attach it to The nerve endings Willing them to protrude And wrap around the organ we have removed As a sort of method to express ourselves What a comical notion I'm sorry It Just seems rather silly to me I'd love to show my feelings But I'd prefer to keep my organs inside 8. Learning to Breathe Water – 2014 You know the things you learnThat you would've never considered prior to learning them but after learning them you feel like you've known you're whole life and you try but you can't remember who you were before that like Who was I before I knew x Like Sabina, your mouth is not a good place for spare change Sabina, your mouth should not speak of change that is a Mans decision Sabina, put on your settable Sabina, wearing a short sk irt is Just as dangerous as not wearing one Sabina, you have to go home your shorts are much too short I hear Sabina, the boys have to focus to learn, your body is too distracting and it is your alt that they sexuality you Sabina, the electrical socket is not a good place for dinner knives Sabina, neither is your wrist Okay Sabina, neither are your thighs I realize that learning is Just Life crushing and molding your brain You lose independence You wonder what you can do I try desperately To breathe water Even though I've learned So long ago that Sabina, you can't breathe water Unless you don't want to breathe Anymore 9. Wear girls – 2014 We are the girls who haven't run the mile in four years because we Layer our deep v necks with excuses and bat our eyelashes at the male gym teachersWe are taught to survive by using our bodies as Swiss Army knives Involuntarily It's the game we've been playing since we were children Deceive, but be polite Girls, we have to be nice Used to t he masculine brutality Male kindness is so alien to us we mistake it for seduction every time Age 7, my 15 year old cousin touches me, makes me touch him It took me years to realize that force was not love, when he called me beautiful he did not look beneath my abused skin Age 12, Dad says wearing short skirts in the city is like driving without a settable Age 13, a boy I've been dating for a week asks me to have sex with him, he says it's he only way I can show my love Age 15, my boyfriend, hits me If only it was unexpected I blame myself Age 16, my dad calls me sexy, on a regular basis, I take it as a compliment not knowing any better but the queasy feeling in my stomach tells me Something is wrong With the Waved tardiest, free drinks, smacked asses, my yoga pants are not a welcome mat, thank you Playing this game to realize This is not female privilege this is survival of the prettiest We are easily startled Who wouldn't be I am barked at from the streets We are the girls petrifi ed of the business school boys who learn to somehow manifest success by refusing to take no for an answer Aggression is key Once my friend and I got cat called She said screw you I said thank you, head down Like I was trained to 10. I once loved a psychopath- 2014 I once loved a psychopath Completely aware He could never be capable of a love that wasn't Clinging to another person and wrapping around their Throats and down their chests and to their hearts To squeeze out every once of affection from you But I didn't care Because he told me the world wasn't nearly as beautiful as I He told me That the reason why our blood is red Is the same reason why some stars are redTheir time is Almost up Our time is It has always been And he told me that's okay That this only means it wont be too long before We become fireworks And we'd be a part of something Tremendously bigger Together And I once loved a psychopath Who kept me alive Longer than the medication and therapy ever could I became slow ly entangled in his words His false compliments tied me down and I knew Exactly what was happening His words ran up my body, creeping Like vines Thorns cutting me as they slithered Up my torso Wrapping around my throat Wrapping his hands around my throat And squeezing So hard, I began to see stars And I said to myself; This is it. My time is up. I am a firework, and I am becoming a part of something bigger. 11. My kind of alone – 2014 People think of alone as A dark hole Where no sound and no light and no life can Penetrate But I don't think so because I have been down that hole many times before I have lived it and still I feel More at home there than Or a group full of friends But who knows Maybe our kind of alone is the sadder kind Because it's the kind that makes you Not fear death anymore 12.Letting go- 2014 Letting go of The one you thought you loved more than Anything More than Everything Is not like dropping someone off The edge of a cliff However badly you might wish it was It's not And no matter how long you Put it off This inevitable thing It will never be easier Just get it over with Oh but don't be fooled Getting it over with does not imply An instantaneous relief They aren't some bandit Holding together two infected halves Of a whole twisted heart Oh no Letting go Of someone you love Is a slow release A long painful exhale In a room starved for oxygen A Jet of helium Slowly streaming from that pinprick In the plastic skin of a young child's party balloon Who didn't get their birthday wish Poetry I picked this poem thinking this seems like a funny title and it would be a confusing poem that had a simple title but a deep meaning. This poem had a lot of alliteration the roots ere and re were repeated very often,and the only roots used in the poem. The only exception to this order was the the first line in verse five where minotaur was used. The minotaur was placed there conclude to break the steady rhyme. This is cleverly placed to bring the attention of the reader o the conclusion. Here is where/ You can get nowhere† This itself Starts the poem at a negative context and a feeling Of hopelessness. This in the poem represents life as being where you are your fate has decreed to be there is no point of struggling or trying to run away from it. All of life's problems are symbolized as the corn mazes twist and turns. â€Å"Like any other/ You can't peer over/ And then another. † The twisting turns in this poem like problems cannot e seen ahead of time you just run into them.When you are done dealing with one problem the next one appears. As we try to shape our destinies by ourselves we wake blindly not knowing what we do assuming we we are doing what's best for us. â€Å"Your inner minotaur† is a psychological term which can mean your fear of the unknown or your destiny. In psychology it IS said that you walk on hands and knees blindly until you are able to confront your inner minotaur. Which coincidentally relates with the poem. But on you blunder† shows the severity of our method of pursuing our destiny. To summarize the poem I conclude that this poem shows the futility of life of how no matter how hard we try to run we have acknowledge in the end that we have accept we have go nowhere in life. Like the pace of the poem it goes at steady pace. I am able to connect many of the situations of this poem to my life it shows my problems and how they come unexpected.

Giving Doctors What They Need To Avoid Burnout Article...

The article I had read is, â€Å"Giving Doctors What They Need to Avoid Burnout† on the Harvard Business Review. The article discusses the topic of leadership in the healthcare industry. I have chosen to read about this article due to my father being in the medical industry and a business owner himself. It had caught my interest as with the recent health care reforms and changes in the medical field, it allowed me to take a front row perspective in seeing what my father is experiencing. A study has been conducted and analyzed the productivity, quality, services, happiness and overall success of doctors. Due to recent reforms in health care and changes with the affordable health care act, doctors are now having to work harder and increase†¦show more content†¦In order to properly understand the study correctly, it is important to understand the two major driving forces in which were used to measure and judge â€Å"self-perceived capability.† The first measure wa s the decision-making latitude they need to provide high quality care. The second is the necessary tools and resources. The physicians who perceived themselves as fully capable measured to be more productive and loyal. They were 61% less likely to show signs of burnout and 76% less likely to plan on leaving their current employers. This study has spread, measured, and has been tested on clinical teams as well. In short, it brought insight to the fact that physicians who work in groups that develop high performing teams enhance capability rather than rewarding individual physicians and rewarding an individual superstar. Practices in which valued teamwork more than individual performance is said to be over three times more capable and five times more willing to go above and beyond in their jobs and stay with their organizations. Furthermore, the study had showed that strong leaders are far more capable in motivating and cultivating capable physicians. To conclude, investing in persona l leadership skills and nurturing/developing strong leadership at all levels should be implemented for the health careShow MoreRelatedTheoretical Framework in Nursing Process - Elements, Approaches and Strategies of Theory Development2854 Words   |  12 PagesPractice – Module 3 A. What are the 5 types of concepts and its characteristics? Give an example of each type. 1. Primitive Concepts are those that have a culturally shared meaning (Walker and Avant, 2005 as cited by Peterson and Bredow, 2009) or are those that are introduced as new in the theory (Meleis, 1997 as cited by Peterson and Bredow, 2009). 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