NCJ Number
206963
Journal
Corrections Today Magazine Volume: 66 Issue: 5 Dated: August 2004 Pages: 28,31,63
Date Published
August 2004
Length
3 pages
Annotation
Relying on research from a sample of 118 juvenile males who were judicially waived in Maryland, this article offers a profile of multiple characteristics of waived youthful offenders.
Abstract
Approximately 250 youths are waived to the adult criminal justice system in Maryland annually. Research findings have been mixed regarding the characteristics of these waived juveniles, such as their questionable status as “chronic offenders.” It is necessary to understand the social characteristics of waived youth in order to most effectively respond to the needs presented by this population. Data from a sample of 118 juvenile males waived in Maryland during 1998 indicate that waived youths in this State are predominately Black, under age 17, and large in stature. They are from small families in urban environments. Dynamic characteristics, which are the focus of offender treatment, include a history of school problems and special education needs, unemployment, and limited contact with parents. In addition to these common characteristics, two subgroups of waived youth emerged from the original sample: (1) those with a history of intakes who were younger than age 13 at first intake (n=56), and (2) those who were 14 or older at first intake and had few, if any, intakes. The first group was more closely associated with the definition of a chronic offender. In addition to the data on youth, observations were made of 17 waiver hearings to determine which characteristics were used by judges to make waiver decisions. Approximately half of the youth observed in the waiver hearings were of below average IQ, were addicted to some substance, had a diagnosis of oppositional defiant disorder or conduct disorder, and had a prior drug offense. Treatment components specifically focused on the needs of these juveniles need to be implemented; these components should include a youth-centered focus, a family-centered focus, a peer-centered focus, and a school-centered focus. Endnotes