Dealing with delinquent children
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DEALING WITH DELINQUENT CHILDREN. WAYNE THURMAN. JUVENILE DELINQUENCY.

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DEALING WITH DELINQUENT CHILDREN

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Dealing with delinquent children

DEALING WITH DELINQUENT CHILDREN

WAYNE THURMAN


Juvenile delinquency

JUVENILE DELINQUENCY

  • The legal term for any child whose behavior is such that if he was an adult the behavior would be judged criminal. One offence often displayed by juvenile delinquents, however, would not be considered criminal among adults. That is running away.


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1991

  • The average age was 16

  • 93% were male

  • 54% were white, 40% black

  • More than 70% came from one parent homes.

  • Half had family members who had been locked up; 20% two or more close incarcerated relatives; almost 25% had fathers incarcerated in the past year.


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  • Only 42% completed 8th grade compared with 76% of other youth

  • Almost half had been taking drugs or drinking when they committed the crime for which they were arrested; almost 20% admit to taking drugs for the first time before age ten; two out of five used drugs regularly

  • About 40% were locked up for violent crimes such as murder and rape; 40% of this group used a deadly weapon


Childrens needs

CHILDRENS NEEDS

  • ATTACHMENT

  • TRUST

  • EMPATHY FOR OTHERS

  • SHARE WITH OTHERS

  • ACCEPT RESPONSIBILITY

  • SELF-ESTEEM


Disruptions

DISRUPTIONS

  • In attachments: divorce, separation, desertion, nonsupport, single parenting, foster care

  • By adults: physical, sexual, emotional abuse, substance abuse, gambling, severe debt, prolonged unemployment, social isolation of family

  • Outside home with peers, school, etc.


Is family to blame

Is family to blame?

  • No father figure

  • Living in single parent home doubled from 1970 to 2003

  • 32%+ live in single parent or nontraditional marriage homes.

  • Most single parents are women

  • Single men parents about 17%


Society

Society?

  • Programs to occupy children; crimes committed between 3:00 and 6:00 pm

  • Role models, caring adults

  • Church – intentions of parents

  • Responsible media

  • Schools


Easy button

No manual

No quick fix

Be proactive

Be engaged

Be vigilant

Be consistent

Know your child

Spend time with child

Know where child is

Know peers

Easy Button


Resilience

RESILIENCE

  • Some kids make it in spite of the disruptions, in spite of education, in spite of the family they were born into.


Christian home opportunities for resilience

CHRISTIAN HOME OPPORTUNITIES FOR RESILIENCE

  • Able to master their world-self-esteem

  • Trust and obey fair authority figures

  • Feel secure, safe, and loved

  • Protect from disruptions

  • Teach responsibility, sharing, empathy

  • Good adult role models


What god expects

What God Expects

  • One man and one woman to enter into marriage

  • A cohesive family unit

  • Subject to one another

  • Husband- head of the house

  • Not provoking children to anger

  • Bring up in the discipline and instruction of the Lord.


Single parent

Single parent

  • No partner to plan with

  • Less time, energy and resources

  • Work longer hours

  • Less time to supervise children

  • Sometimes feels guilt


Attachments

Attachments

With a good adult figure the child can:

Receive positive attention

Trust to be there

Confide – Listen

Advise

Love


Trust

TRUST

  • Authority figure that is fair

  • Not dictatorial, mean or spiteful

  • Concerned for their well being

  • Takes time to explain the rules, why rules exist, and how rules relate to the child

  • Consistently enforce the rules with love and consideration for the child


Empathy

EMPATHY

  • Talk about feelings of others

  • Help child learn empathy by example and by doing

  • Include child in acts of kindness

  • Encourage to be kind and feel pain of others

  • Use teaching opportunities: death, accidents, etc.


Ability to share

ABILITY TO SHARE

  • Begin early and catch the child doing something right

  • Be an example of sharing

  • Emphasize being a good winner or loser

  • Explain why sharing is important and how feelings are involved

  • Reassure of your love, not with things, but with self


Accept responsibility

Accept Responsibility

  • Begin early

  • Appropriate consequence for action

  • Have rules

  • Explain rules

  • Enforce rules

  • Teach responsibility, don’t just give, give, give


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“Admitting that there is a problem and that your child is at fault is not admitting failure as a parent.”

Stanton Samenow


Self esteem

SELF-ESTEEM

  • All children need parents who discipline and instruct

  • God instructs us to discipline and instruct

  • Make mistakes and learn in a positive way

  • Put criticism into perspective

  • Setting and reaching goals

  • Enables and empowers


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BE HONEST

BE THERE

LISTEN

BE SLOW TO SPEAK

BE SLOW TO JUDGE

SHOW LOVE, CARE, AND CONCERN

BE CONSISTENT

PRAY


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