| Assessment |
Assessment information will be published prior to commencement of the teaching period.
|
| Learning Outcomes (LO) |
Upon completion of this unit, students will be able to:
-
identify and explore key themes in the field of Juvenile Delinquency and Juvenile Justice;
-
examine the historical evolution and contemporary aetiology of Juvenile Delinquency and Juvenile Justice;
-
evaluate competing theoretical perspectives on contemporary factors leading to the definitions and policies affecting juveniles;
-
investigate the differential effects of crucial institutions on the formation of Juvenile Delinquency and the response of the Juvenile Justice system to categories of juveniles. More particularly, to analyse the differential effects of gender, racial and cultural characteristics, social stratification, religion and education on problems facing youth and social responses to those problems; and
-
consider the ramifications of contemporary policy on the social problems facing youth.
|
| Graduate Attributes (GA) |
|
Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
The knowledge of the discipline will be taught through lectures and tutorials. Students will have a basic understanding of a range of sociological theories that address issues connected with juvenile delinquency and will demonstrate knowledge of the discipline through practical application. It will be assessed in all assessments.
|
|
|
|
| 2 |
Communication Skills
Students will learn and practise valuable communication skills through participation in tutorials and online discussion postings. Students will be assessed on the style of writing, clarity of writing, expression and development of ideas and referencing. Students will practise their communication skills through completing the assessment tasks (written through essays).
|
|
|
|
| 3 |
Global Perspectives
Students will learn about a variety of different ways to understand juvenile delinquency, and how these understandings shape the public's perception of young offenders. Students will be assessed on their capacity to understand how international events have impacted on moral panics and youth violence in Australia.
|
|
|
|
| 4 |
Information Literacy
Students will be taught and directed to relevant criminological and sociological literature and how to assess its validity. Students will be assessed on their ability to identify relevant literature, and on their ability to critically analyse the literature.
|
|
|
|
| 5 |
Life-Long Learning
Through completing the assessments, students will be provided with the necessary life-long skills to be able to research, write and discuss social issues. These skills can be transferred to any discipline, and will be useful in any research positions. These attributes will be assessed in all of the assessments (written skills; analytical skills). In addition, through tutorials and online discussion postings, students will be provided with the skills to debate contentious topics and develop their understanding of a topic through group activities.
|
|
|
|
| 6 |
Problem Solving
Students will be assessed on their ability to deconstruct the essay question and to integrate theory and literature into their answer. Students will need to work out how to address the question and where the most appropriate material is to answer the question. Problem-solving skills will be assessed in all assessment tasks.
|
|
|
|
| 7 |
Social Responsibility
Students will be taught about their professional responsibilities as a researcher to provide balanced and accurate research. In addition, students will be taught that they have a social responsibility to question and challenge some 'facts'. This will be assessed and taught through their responses to the essay, exam questions and discussions in tutorials or online postings.
|
|
|
|
| 8 |
Team Work
Students will practise their teamwork skills through participating in tutorials, or online discussion postings. They will be required to discuss the weekly topics with their fellow students in a thoughtful and respectable manner (practice).
|
|
|
|
|
