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STAR GROUP





Juvenile Delinquency Prevention
By :
Deddy Eduar Eka Saputra (Indonesia)
Pornpimol Chaicharoenmaitri (Thailand)
Samueal Sana Ssekatawa (Uganda)
Murziana Binti Man (Malaysia)
Abdul Qayyum Bin Rusli (Malaysia)
Rosli Bin Mohamad Yakub (Malaysia)
Saras a/l Boon Mee (Malaysia)
Choun Rotana Panha (Camdodia)
Rosnah Binti Haji Sabtu (Brunei D)
Rishma Naseem (Maldives)

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HOW TO PREVENT JUVENILE
DELINQUENCY ?

A. Introduction
According to oxford dictionary juvenile delinquency also known as
juvenile offending or youth crime is the habitual committing of criminal act
or offences by a young person especially one below the age at which
ordinary criminal prosecution is possible.
The prevention of juvenile delinquency is essential part crime
prevention in society. Because the development of delinquency in youth is
influenced by numerous factors, prevention efforts need to be broad in
scope. It is generally believed that early-phase intervention represents the
best approach to prevent juvenile delinquency. Supplying young people
and adolescents with activities such as substance abuse education and
treatment, family counseling, youth mentoring, parenting education,
educational support, youth sheltering can help prevent youth involvement
in delinquent activities.
B. Objective
The aim of this paper is to present some of the effective
approaches and measures for preventing juvenile delinquency with
particular attention given to the development of educational, professional
development and community programs, improvements in family relations
and parenting skills. The paper concludes with recommendations for future
action.
The habitual committing of criminal acts or offences by a young
person, especially one below the age at which ordinary criminal
prosecution is possible.
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a) conduct by a juvenile characterized by antisocial behavior that
is beyond parental control and therefore subject to legal action
b) a violation of the law committed by a juvenile and not
punishable by death or life imprisonment
The most effective way to prevent juvenile delinquency has
indisputably been to assist children and their families early on. Numerous
state programs attempt early intervention, and federal funding for
community initiatives has allowed independent groups to tackle the
problem in new ways. The most effective programs share the following key
components :
B.1. Education
Model programs have assisted families and children by providing
them with information. Some programs inform parents on how to raise
healthy children; some teach children about the effects of drugs, gangs,
sex, and weapons; and others aim to express to youth the innate worth
they and all others have. All of these programs provide youths with the
awareness that their actions have consequences. This is particularly
important in an era where youth are barraged with sexual and violent
images. Educational programs have the underlying intent of encouraging
hope and opening up opportunities for young people.
According to Ehrlich, 1975 education is an efficiency parameter
which affects returns from both legal and criminal activities as well as
providing self-protection against apprehension or punishment. Therefore
juvenile delinquency should be curbed through education. Education
programs must be designed and modified in a way that through such
programs teens learn to develop independence in thoughts and behavior.
Special attention should be given to policies and strategies for the
prevention of alcohol, drug and other substance abuse by young persons.
Teachers and other professionals should be equipped and trained to
prevent and deal with these problems. Information on the use and abuse
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of drug should be made available to the student body. Schools should
serve as resource and referral centers for the provision of mental,
counseling and other services to young persons, particularly those with
special needs and suffering from abuse, neglect, victimization and
exploitation.
Through variety of educational programs, teachers and other
adults and the student body should be sensitized to the problems, needs
and perception of young persons, particularly those belong to
underprivileged, disadvantaged and low-income groups. Therefore,
education can be an effective solution to prevent juvenile crimes.
B.2. Recreation
Recreation is an activity of leisure, leisure being discretionary time.
The "need to do something for recreation" is an essential element of
human biology and psychology. Recreational activities are often done
for enjoyment, amusement, or pleasure and are considered to be "fun".
Recreational activities give you an opportunity to be with your loved ones.
An outing with your family or camping with close friends refreshes not only
your mind and body , but also your relationship with your dear ones!.
Recreational forms such as traveling and camping bring you close
to nature. The company of nature always proves to be an excellent
relaxation to the mind and body. Recreational activities involving risk and
adventure help you develop confidence. Sports involve teamwork and
strategic planning. Recreation in the form of group activities or team
games can thus help you develop planning and organizing skills.
Recreational activities help in the enhancement of several interpersonal
skills as well.
The importance of recreation cannot be stressed enough.
Perhaps, the most important objective of recreation is that it gives you an
opportunity to spend some time with yourself. You get time off work and
the worries and gain some peace of mind.
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Sporting to Recreate
Sports such as baseball, volleyball, cricket, basketball and such
different games can serve as very good recreational activities. Sport-
enthusiasts love spending time in sports activities which help them exert
physically and also enjoy playing. Outdoor sports like the ones mentioned,
also provide us with the means to exercise and hence happen to be one of
the best forms of recreation.
Recreation through Adventure
Those with a brave heart take interest in activities like mountain
biking, skiing, mountaineering, bungee jumping and similar other activities.
Brave, I say, because such sports actually require one to have love for
adventure and not everyone has it. Some of these activities fall under the
category of extreme sports. These activities create thrill and excitement.
They involve a certain amount of risk but surely serve as a source of
recreation for those enjoying it.
Diversion through Entertainment
Recreational activities like singing, reading, listening to music,
watching movies, dancing, aerobics or pursuit of hobbies, serve as the
best means to recreate. Our hobbies are activities giving us real
happiness. Our hobbies are activities we truly like engaging in, and
engaging in something that we love doing is surely recreation.

Recreation for Amusement
Video games, computer games and surfing the Internet are some
other examples of recreational activities most of us like to engage in.
Tourism, partying, shopping, visiting parks, museums and places of
historical importance are the means of recreation for many.

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Club to Recreate!
Outdoor recreational activities can range from nature walks to river
rafting. Organized recreational activities are often planned by private clubs
or government organizations. Government and non-government
organizations make arrangements for group activities that can serve as the
means of recreation for many. Sports, cultural activities and social
gatherings are some of the organized ones. Clubs and recreation centers
offer a variety of recreational programs for people of different ages and
varied interests. Check one in your locality today!
Recreation is of two types. Passive recreation involves activities
like strolling on the beach or taking a walk on the riverside while active
recreation is about engaging in adventure sports or outdoor games.
Recreational activities can also be classified as indoor and outdoor ones.
The former typically includes indoor games and pursuit of hobbies and
activities that one engages in, for entertainment. Outdoor activities include
sports, adventure, traveling and activities one engages in, for amusement.
Recreation can be done in two ways; one can recreate in a group or
recreate alone. Group recreational activities include team games, group
travel and sports. To recreate alone, one can engage in one's own hobby,
turn to sources of entertainment (playing video games, web browsing,
reading, watching movies) or travel solo.
One of the immediate benefits of recreational activities is that they
fill unsupervised after-school hours. The Department of Education has
reported that youths are most likely to commit crimes between 2 p.m. and
8 p.m., with crime rates peaking at 3 p.m. Recreation programs allow
youths to connect with other adults and children in the community. Such
positive friendships may assist children in later years. Youth programs are
designed to fit the personalities and skills of different children and may
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include sports, dancing, music, rock climbing, drama, karate, bowling, art,
and other activities.
Therefore for proper prevention of Juvenile delinquency there is
need for an effective provision of all possible recreational facilities to our
communities today so as to cub down every nature of redundancy in
young generation hence reduce on the antisocial behaviors leading to
Juvenile delinquency.

B.3. Community Involvement
Girl scouts, boy scouts, church youth groups, and volunteer
groups all involve youth within a community. Involvement in community
groups provide youth with an opportunity to interact in a safe social
environment.
One of the way to prevent juvenile delinquency is community
involvement. Community involvement can be defined as whereby people
living together involve themselves in planning, operation and control under
social organizations. Community involvement is a very important aspect no
matter what size it is.
In order to dealing with juvenile delinquency, greater attention has
been given to the role and responsibility of local communities. There are
programmes designed to train groups and individual representatives of
local communities in which juvenile delinquency has increased to
informally control youth and include young people in constructive activities.
The idea that young people can and should work in partnership with adults
to improve conditions in their communities has gained currency in the past
decade. Young people are being asked to sit on boards, submit ideas and
support community efforts through structured volunteering. Involvement in
community groups provide youth with an opportunity to interact in a safe
social environment.
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Moreover, the involvement in community groups can influence
young peoples behaviors. It provide an environment in which youths can
learn and mature successfully. A promising development in efforts to
prevent juvenile delinquency and crime is the involvement of NGOs and
volunteers ( students and pensioners, along with well-known and authority
figures) social work with adolescents. Generally, programmes for
preventing delinquency should endeavor to integrate children and youth
into organized group activities. This can be achieved through social
service agencies or organizations such as the Boy Scouts, Girl Guides as
well as independent boys and girls clubs and community centres ; local
government recreational activities also serve this purpose.
Cooperation between various agents of prevention work is
becoming increasingly important. Multisectoral prevention initiatives
designed ang implemented by intired communities are the most effective,
in particular those that build on the strengths and interests of youth rather
than focusing only on their problems. Therefore, it opens way for
community members to act the responsibility. Remember that the
successful community strategies create opportunities for healthy physical,
social and mental development of juveniles.
In a nutshell, the involvement of community is a vitally important
strategy in efforts to prevent juvenile delinquency. It is a strategy that
respects the rights and ability of youth and other community members to
design and implement programmes within their community.
B.4. Parent - Child Interaction Training Program
Parent-Child Interaction Therapy (PCIT) is a dyadic behavioral
intervention for children (ages 2.0 7.0 years) and their parents or
caregivers that focuses on decreasing externalizing child behavior
problems (e.g., defiance, aggression), increasing child social skills and
cooperation, and improving the parent-child attachment relationship. It
teaches parents traditional play-therapy skills to use as
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social reinforcers of positive child behavior and traditional behavior
management skills to decrease negative child behavior. Parents are
taught and practice these skills with their child in a playroom while
coached by a therapist. The coaching provides parents with immediate
feedback on their use of the new parenting skills, which enables them to
apply the skills correctly and master them rapidly.
PCIT is time-unlimited; families remain in treatment until parents
have demonstrated mastery of the treatment skills and rate their childs
behavior as within normal limits on a standardized measure of child
behavior. Therefore treatment length varies but averages about 14
weeks, with hour-long weekly sessions.
Program Goals:
The goals of the Child-Directed Interaction part of Parent-Child
Interaction Therapy (PCIT) are to:
Build close relationships between parents and their children
using positive attention strategies.
Help children feel safe and calm by fostering warmth and
security between parents and their children.
Increase childrens organizational and play skills.
Decrease childrens frustration and anger.
Educate parent about ways to teach child without frustration
for parent and child.
Enhance childrens self-esteem.
Improve childrens social skills such as sharing and
cooperation.
Teach parents how to communicate with young children who
have limited attention spans.
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The goals of Parent-Directed Interaction part of Parent-Child
Interaction Therapy (PCIT) are to:
Teach parent specific discipline techniques that help children
to listen to instructions and follow directions.
Decrease problematic child behaviors by teaching parents to
be consistent and predictable.
Help parents develop confidence in managing their childrens
behaviors at home and in public.
PCIT can be delivered in a group format as well. When done so,
small groups of 3 or 4 families in 90-minute sessions are recommended.
This will allow adequate time for individual coaching of each parent-child
dyad while other parents observe, code, and provide feedback in each
session.
B.5. Bullying Prevention Program
The Bullying Prevention Program is put into place in elementary
and junior high school settings. An anonymous student questionnaire fills
teachers and administrators in as to who is doing the bullying, which kids
are most frequently victimized, and where bullying occurs on campus.
Once teachers and administrators have learned about how and where
bullying occurs at their school, they set up class rules and facilitate
discussions that address the problem. Individual bullies and victims
receive independent counseling. The program succeeds in creating a
safer, less hostile environment for students at minimal cost.
Bullying occurs when a student or group of students say or do bad
and unpleasant things to another student. It is also bullying when a
student is teased a lot in an unpleasant way or when a student is left out of
things on purpose. This definition of bullying includes more than simply
physical acts of violence, but also psychological forms of bullying that may
be enacted through verbal of behavioural means. It does not include
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corporal punishment, bullying or other forms of violence on students by
Teachers..
Bullying case studies
Rehema talks about how her daughter Inaya was bullied when she
moved to an English school Rehema and her daughter, Inaya
moved to London from France in 2005 when she was 13 years
old. To help her settle in, the school employed a French-speaking
volunteer learning assistant. Reassured by the schools
willingness to help her daughter, Rehema thought things were
going well until she realised that her daughter was being bullied at
school by a group of girls. She said:
For some reason, a group of girls decided she was not cool to
hang around with... To this day, I dont know why. There might be
a lot of reasons for this. Also, I dont think I paid enough attention
to her as I was busy trying to adjust to a new life.
She was trying to get used to her new environment and would be
really quiet anyway These girls would say she was pretentious and
full of herself. Her shyness was misinterpreted
Rehema said it was perhaps a lot of changes for her daughter to
deal with: a new language to learn, a new school and having to
make new friends. London may have been very daunting for her
as we used to live in a small town where everyone knew
everyone.

The school thought that she was just not making an effort to
settle in. Even the teacher would joke about how she was
keeping herself to herself. It got out of hand very quickly. At
one point, she was being called a bounty (white in the
inside, black on the outside).This group of girls initiated a
competition about how many jokes they could do with the
word bounty in it. No one in her classroom was talking to her
really.

Rehema said that not knowing how school systems work and not
being confident enough to talk to the school in English did not help
either. When she realised things had gone too far, she contacted
the tutor and the head teacher.
It was a shock to me because even the school would not see
what was happening. Or rather, they probably saw what was
happening but didnt take it seriously. Or maybe they had
seen it before: a new girl not fitting in. The onus was on my
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daughter to change and do something. It fits all the
stereotypes of the tormented teenager
The school attempted to deal with it by making sure girls were
punished, by using mediation where someone from outside the
school came in to try and help sort things through with the girls
and trying to restore Inayas self confidence. But the damage was
already done and, after this, things got more subtle and hidden.

Inaya did not even feel she could complain to her tutor
because from day one he had been part of this. I think that
him joking about my daughter in class had in some ways
opened the door to the bullying.
In the end, Rehema got her daughter home-schooled and then
registered into another school. Through this process, Rehema
learnt a lot about the education system:
It took about two years to get her to socially enjoy school
again. Now she is fine and has a group of friends in a new
schoolshe is not that new girl anymore. If Id known what I
know now about the schools ways of working, and that it
takes perseverance and stubbornness to get things done,
things would have perhaps been different.
Jacob has a learning disability, and was bullied by another boy
who had special needs too. Luckily, Jacobs mum spotted the
signs very early and alerted the school, who acted very quickly to
stop the bullying.
My child Jacob was being picked on by another boy. Jacob
has a learning disability. He was being picked on by a boy
who also has special needs but he is higher functioning than
J acob. J acob was upset saying he never wanted to go to
school again. He was finding it difficult to go to sleep at night
and was very difficult to get out of the home in the morning.
However, the teaching staff were absolutely brilliant about it. I
wrote my concerns in his communication book. The teachers
looked out for any incidents and noticed this boy tripping up Jacob.
They immediately removed this boy and made him play in the
infants playground as a punishment, they also withdrew his
golden time. They spoke to this boy about his behavior and how
he should behave.
They also spoke to Jacob about the incident and re-assured him to
go to them for help in the future over subsequent issues and, to
me, the most useful thing they did over the next couple of weeks
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was to ensure that Jacobs self-esteem was not damaged in any
way. They made sure they praised him for all the good things he
did. The communication between home and school was brilliant
over this time so that we could also praise him and build up his
self-esteem and confidence.
We need to ensure that bullying issues are not just about anti-
bullying, disability awareness etc. We need to ensure that children and
young people with additional needs are helped to be resilient individuals,
skills which will prepare them for adulthood as well as keeping them as
confident and secure as possible within their childhood.
I have spoken to many parents who have not had the positive
experience I have when their child is bullied at school. At least two, I know
have been told by the head teacher, There is no bullying in my school
and parents concerns are often not taken seriously enough.
Jacob is now very happy and settled at school again and I
commend the actions taken by his school. He does attend a mainstream
school where there is a special unit within it and he has the support from a
special needs teacher which I am sure has helped the situation
enormously!
B.6. Prevention Programs within the Juvenile Justice
System
A youth entering the Juvenile Justice System has the opportunity
to receive intervention assistance from the state. In the care of the state, a
youth may receive drug rehabilitation assistance, counseling, and
educational opportunities. The success of the Juvenile Justice System is
measured by how well it prepares youth to re-enter the community without
committing further crimes. Optimally, all juvenile detention facilities would
catch youths up on their education, provide them with job training, give
them the experience of living in a safe, stable environment, and provide
them with assistance to break harmful habits.
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The U.S. Congress passed the Juvenile Justice and Delinquency
Prevention (JJDP) Act in 1974. Although the JJDP Act promoted
prevention and control of delinquency, subsequent amendments have
increased the scope of the Act. Prior to passage of the JJDP Act, other
Federal legislation regarding juvenile delinquency was enacted. However,
the JJDP Act of 1974 was the first Federal law that dealt comprehensively
with juvenile delinquency. It combined Federal leadership, State planning,
and community-based services to foster improvements throughout the
system (Raley, 1995). The Act set standards and promoted planning
efforts by State and local entities to best use Federal assistance (Making a
difference, 1997). The JJDP Act created the Office of Juvenile Justice and
Delinquency Prevention (OJJDP) within the U.S. Department of Justice.
OJJDP provides formula funds to States to promote national objectives
and funds innovations, research, and evaluation on juvenile justice issues
(Raley, 1995).
OJJDP's Comprehensive Strategy for Serious, Violent, and Chronic
Juvenile Offenders
Various research studies have concluded that only a small group
of juvenile offenders is responsible for serious and violent delinquency.
Thus, efforts have focused on two areas: preventing at-risk youth from
progressing to more serious delinquency and providing appropriate
interventions for the youth who are serious, violent, and chronic offenders.
OJJDP's Comprehensive Strategy for Serious, Violent, and Chronic
Juvenile Offenders is based on six general principles (Wilson and Howell,
1993):
Strengthen families so that they may provide the guidance
and nurturing that children need.
Support core social institutions (e.g., schools, religious
institutions, and community organizations) so that they can
provide opportunities and support for children in the community.
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Promote delinquency prevention by helping communities
build prevention programs that address known risk factors and
target youth at risk of delinquency.
Intervene immediately and effectively when delinquent
behavior occurs to prevent youth from progressing to more
serious or chronic delinquency.
Establish a system of graduated sanctions that holds each
juvenile offender accountable, protects public safety, and
provides programs and services that meet identified treatment
needs.
Identify and control the small group of serious, violent, and
chronic juvenile offenders who threaten community safety
through the use of secure facilities, when necessary, or the
waiver of the most violent youth to criminal court.
The Comprehensive Strategy is based on efforts to reduce risk
factors and enhance protective factors for at-risk juveniles. It also
proposes a system of graduated sanctions including a range of immediate,
intermediate, and secure corrections options to provide the treatment and
services each juvenile needs. OJJDP's Guide for Implementing the
Comprehensive Strategy for Serious, Violent, and Chronic Juvenile
Offenders (Howell, 1995) thoroughly articulates strategies and programs
for implementing this approach. It provides a framework for State and local
jurisdictions to develop a continuum of services to meet the needs of at-
risk youth, juvenile offenders, and communities.
B.7. Functional Family Therapy (FFT)
Program Goals
Functional Family Therapy (FFT) is a short-term (approximately
30 hours), family-based therapeutic intervention for delinquent youth at
risk for institutionalization and their families. FFT is designed to improve
within-family attributions, family communication and supportiveness while
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decreasing intense negativity and dysfunctional patterns of behavior.
Parenting skills, youth compliance, and the complete range of behaviors
(cognitive, emotional, and behavioral) domains are targeted for change
based on the specific risk and protective factor profile of each family.
Therapists facilitate this understanding through four process:
Increasing the familys motivation for change by forming a
positive alliance with each member and helping members form
a positive alliance with each other;
Reframing the meaning of members behaviour to decrease
blame and criticism;
Helping the family identify small and achievable goals for
change;
The therapist matching his or her behaviour to the behaviour of
the family to create a positive alliance and suggest appropriate
options for change.

Short-term goals:
FFTs short-term goals will vary, depending on the individual
needs of each family. However, it is expected that most families will
achieve the following by the end of the therapy:
The entire family will demonstrate less conflict, improved
communication and improved functioning
The young person will remain at home with his or her parents
The young person will remain in school/work
The young person will have no new law violations
The young person will demonstrate improved behaviour and
emotional regulation
The young person and parents will engage in less drug and
alcohol use.



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Long-term goals: Long-term goals include:
Reduced rates of re-offending: lower rates of court referral and
arrests, less severity and frequencies of offences
Reduced drug and alcohol use
Reduced risk of sibling delinquency
Ongoing improvements in family functioning
Ongoing improvements in the young persons behaviour and
emotional functioning.
All behaviours within the family serve an adaptive function When
family members understand the function of their behaviour, they are in a
position to change it Therapists help family members understand the
function of their behaviour by forming a positive alliance, using reframing
and matching techniques and setting small goals for change
Negativity between family members is reduced
Parents experience less stress
Young persons delinquent behaviour decreases
Young people find jobs and/or stay in school

Target Population
The program is for at-risk youths ages 11 to 18 and has been
applied in a variety of multiethnic, multicultural contexts to treat a range of
youths and their families. Targeted youths generally are at risk for
delinquency, violence, substance use, or other behavioral problems such
as Conduct Disorder or Oppositional Defiant Disorder.
Families are carefully screened for eligibility during the pre-
treatment assessment. The young person must be 10 years or older and
not demonstrate any evidence of psychosis or mental retardation,
although there must be good evidence to suggest the child is having
behavioural and/or emotional difficulties. The young person must also be
living at home with his or her parents. Young people who have committed
serious crimes are eligible for the programme, but those with a history of
sexual offending are not.
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The FFT Model
The FFT model has five discreet phases:
Engagement in Change,
Motivation to Change,
Relational/interpersonal Assessment and Change Planning,
Behaviour Change,
Generalisation.


Engagement in Change : The goals of this phase involve
enhancing perception of responsiveness and credibility; demonstrating a
desire to listen, help, respect, and match; and addressing cultural
competence. The main skills required are demonstrating qualities
consistent with positive perceptions of clients, persistence, cultural
/population sensitivity and matching. Therapist focus is on immediate
responsiveness and maintaining a strength-based relational focus.
Activities include high availability, telephone outreach, appropriate
language and dress, proximal services or adequate transportation, contact
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with as many family members as possible, matching and respectful
attitude.
Motivation to Change : The goals of this phase include creating a
positive motivational context, minimizing hopelessness and low self-
efficacy, and changing the meaning of family relationships to emphasize
possible hopeful experience. Required phase skills consist of relationship
and interpersonal skills, a nonjudgmental approach, plus acceptance and
sensitivity to diversity. Therapist focus is on the relationship process;
separating blaming from responsibility while remaining strength-based.
Activities include the interruption of highly negative interaction patterns
and blaming (e.g. divert and interrupt), changing meaning through a
strength-based relational focus, pointing process, sequencing, and
reframing of the themes by validating negative impact of behavior, while
introducing possible benign / noble (but misguided) motives for behavior.
Finally, the introduction of themes and sequences that imply a positive
future are important activities of this phase.
Relational/interpersonal Assessment and Change Planning :
The goals of relational assessment include eliciting and analyzing
information pertaining to relational processes, as well as developing plans
for Behavior Change & Generalization. The skills of perceptiveness and
understanding relational processes and interpersonal functions are
required. The focus is directed to intrafamily and extrafamily context and
capacities (e.g., values, attributions, functions, interaction patterns,
sources of resistance, resources, and limitations). Therapist activities
involve observation, questioning; inferences regarding the functions of
negative behaviors, and switching from an individual problem focus to a
relational perspective.
Behavior Change: Behavior Change goals consist of skill
building, changing habitual problematic interactions and other coping
patterns. Skills such as structuring, teaching, organizing, and
understanding behavioral assessment are required. Therapists focus on
communication training, using technical aids, assigning tasks, and training
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in conflict resolution. Phase activities are focused on modeling and
prompting positive behavior, providing directives and information,
developing creative programs to change behavior, all while remaining
sensitive to family member abilities and interpersonal needs.
Generalization : The primary goals in the Generalization phase
are extending positive family functioning; planning for relapse prevention
and incorporating community systems. Skills include a
multisystemic/systems understanding and the ability to establish links,
maintain energy, and provide outreach. The primary focus is on
relationships between family members and multiple community systems.
Generalization activities involve knowing the community, developing and
maintain contacts, initiating clinical linkages, creating relapse prevention
plans, and helping the family develop independence.













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Reference:
1. http: www.lawyershop.com/zipsearch
2. http: www.einsteinlaw.com
3. http: www.ojjdp.gov/action/acknoledge
4. http://www.institutefamily.org/programs_PCIT.asp
5. http://www.cebc4cw.org/program/parent-child-interaction-therapy/
6. http://www.oxforddictionaries.com/definition/english/juvenile-
delinquency
7. http://www.iza.org/conference_files/SUMS2010/aoki_y6093.pdf
8. www.ncjrs.gov/html/ojjdp/juris_tap_report/ch2_03.html