Application: Risk Factors and Coping Skills for Juvenile
Many behaviors can increase an
individual’s risk of victimization. For example, if you leave your car doors
unlocked, you might become a victim of burglary. The act of leaving your car
unlocked does not mean you were responsible for or to blame for the burglary,
but it is a behavior that increased the likeliness of the burglary. This also
applies to juvenile victims. Many behaviors can increase juveniles’ risk of
victimization. Disaffected (rebellious) youth often challenge authorities and
disobey rules. The behaviors these youths demonstrate can increase the
likelihood of them becoming juvenile victims. Once victimized, it is important
for juveniles to have the skills necessary to overcome victimization.
For this Assignment, you consider
behaviors of disaffected youth that might increase the likelihood of juvenile
victimization. Also, you consider the impact of resilience and coping skills on
overcoming juvenile victimization.
The Assignment (2–3 pages):

Describe two behaviors that may be demonstrated by disaffected
youth, and explain how each might increase the likelihood that the youth
become juvenile victims.
Explain how the use of resilience and coping skills may help a
juvenile victim overcome victimization.
Explain why some juvenile victims may grow up to be more adjusted
than others.

Two to three pages with
at least three references….
It is important that you cover all the topics identified in the
assignment. Covering the topic does not mean mentioning the topic BUT
presenting an explanation from the readings.
To get maximum points you need to follow the requirements listed for
this assignments 1) look at the page limits 2) review and follow APA rules
3) create SUBHEADINGS to identify the key sections you are presenting and
4) Free from typographical and sentence construction errors.

Course Text: Investigating
Difference: Human and Cultural Relations in Criminal Justice

Chapter 14, “Youth
Crime and Justice in a Changing Society”

Dowdell, E. B., & Bradley, P. K. (2010). Risky Internet behaviors: A
case study of online and offline stalking. The Journal of School
Nursing, 26, 436–442. 

Ferguson, K. M. (2009). Exploring family environment characteristics and
multiple abuse experiences among homeless youth. Journal of
Interpersonal Violence, 24, 1875–1891. 

Gaylord Forbes, S. (2011). Sex, cells, and SORNA: Applying sex offender
registration laws to sexting cases. William & Mary Law Review,
52, 1717–1746.

Meredith, J. P. (2010). Combating cyberbullying: Emphasizing education
over criminalization. Federal Communications Law Journal, 63(1),

Article: Nicol,
A., & Fleming, M. J. (2010). “i h8 u”: The influence of normative
beliefs and hostile response selection in predicting adolescents’ mobile
phone aggression—A pilot study. Journal of School Violence, 9(2),

Wells, M., & Mitchell, K. J. (2008). How do high-risk youth use the
Internet? Characteristics and implications for prevention. Child
Maltreatment, 13(3), 227–234.

Wethal, T. (2008). Digital kids in danger. Law Enforcement Technology,
35(4), 10–15.

Iacono, J. (2011). The sex offender registration and notification act and
its commerce clause implications. Widener Law Review, 17(1),

Article: O’Donnel,
D. A., Schwab-Stone, M. E., & Muyeed, A. Z. (2002). Multidimentional
resilience in urban children exposed to community violence. Child
Development, 73, 1265–1282.
Article: Ungar,
M. (2001). The social construction of resilience among “problem” youth in
out-of-home placement: A study of health-enhancing deviance. Child
& Youth Care Forum, 30(3), 137–154.

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