Agenda - 12-16-1997 - 10e - Laserfiche WebLink

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Report on the Teen Court Prp--- -c enforcement or intake three or more times, being diverted each time, under the traditional system. The Teen Court resource allows an effective mechanism by which to "get their attention," while still achieving a primary goal of the juvenile code -- to divert juvenile offenders from the juvenile system and treat them through community-based services. All respondents point out that the Teen Court process demonstrates to these youth, before they enter the adult system, that citizens must take responsibility for and accept the consequences of their actions. This desire on the part of law enforcement and the court community to have a positive diversion alternative has resulted in the Teen Court program's feeling a certain pressure to accept "marginal" cases that may fall outside the scope of the criteria originally adopted for acceptance to the program. For example, the adaptation of the teen court concept to younger offenders discussed previously represents one attempt on the part of the program to better meet the needs of the referral sources they serve. In addition, because of this need for a community resource, they sometimes accept youth who have committed prior offenses, whose current offense may be more serious than they ordinarily accept, or whose attitudes are not as positive as Teen Court staff would like. In fact, the program has begun including in their record- keeping process a notation on such cases that they were accepted "with reservation," so that they can more readily determine and understand the potential "successes" of the program. Teen Court as a Learning and Behavior Modification Experience. Involvement in Teen Court, both by offenders and by volunteers, has often been an "eye opening" experience for these juveniles. Participants have been enthusiastic about their involvement, and, as all respondents point out, offenders often learn new, positive patterns of behavior, and benefit from their participation in a program that focuses on the development of constructive behaviors. They stress the significance of having peers judge the juvenile's behavior, and believe that sanctioning of a youth's actions by his or her peers creates positive peer pressure and helps to establish a model of acceptable conduct for youth. Ms. Marchant, in particular, interacts with students at school and in the community, and has noted improvements in attitudes and behaviors of students who have been involved in Teen Court. Ms. Sherman also stresses the significance of the experience to the non-offender students who volunteer as attorneys and jurors. Often, they gain direct exposure for the first time to the difficulties encountered by youth of different cultures and socioeconomic backgrounds, and many volunteers have shared with her their perceptions of this experience, including a better understanding of the complexity of "how the real world" operates and a re-evaluation of their personal value system. Ms. Sherman has also received substantial positive feedback from parents, particularly those of the offender participants, and several have written, praising the program.for providing a "sobering" experience for their children, and one that encouraged them to accept responsibility for their actions. However, two weak links in the Teen Court process were identified. First, there is no strong mechanism for ensuring that offenders actively participate in the program or complete their sentences. While referral sources are notified of such outcomes, in reality, there is little thAt can be done in such cases, except that the unsuccessful Teen Court student would