Children who are caught in criminal offenses are usually treated differently unlike the adults in most countries. The age for one to be treated as a juvenile varies from one state to another, but in most countries, it is either 16 or 17 years. Children who have been accused of violating the law usually are taken to juvenile courts where they are held in custody rather than being arrested. It is at this time when a juvenile case manager is expected to play his or her role. Juvenile case managers aim at helping children by preventing them from being involved in the justice system as well as to curb their crimes at the local level (Wu et al., 2018). They are also entitled to provide offer services before a court which are consistent with the statutory powers of the court.
If I were a case manager for a juvenile who is on probation after being charged with selling marijuana in school, I would first seek to understand the background of the child. Since the child is being said o have been involved in marijuana use, fighting in school and participating in gang star activities, I will seek help from various professional for effective treatments such as multisystemic therapy as well as family therapy that is both functional and multidimensional (Anderson et al., 2019). Working as a team in this matter will bear fruits as we try to shape the behavior of the child and ensure he quits substance abuse.
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Among the professional involved in this case are the judge, the probation officer and an attorney representing the school or other students who have been negatively affected by the actions of this juvenile (Yang, Stone, & Davis, 2018). There could also be counselors, psychologists as well as health practitioners who specialize with rehabilitation. The judge can outline various conditions for a juvenile who is on probation. Some of these conditions include regular reporting to the probation officer, attending classes, and if they are to work the workplace must be inspected and approved by the probation officer. To cope with this challenge, I will use my constitutional powers to help the court in the administration of the juvenile docket in court and also supervise the orders about juvenile cases. I will also be cautious to provide timely reports with information and recommendations that will help the judge to make a decision that best suits the child.
The other professionals also have specific goals that might hinder my work as a juvenile case manager. Although the interest of every professional involved in the treatment of the client aims at helping the child reform, the desire to be effective and feel that one's effort played a significant role in restoring the client to a healthy state might bring conflict. The primary area where conflict is likely to occur is regarding the allocation of time to handle the client. To overcome this challenge, I will use my wisdom, skills, and expertise to bring everyone on board so that we can work as a team (Miller, Kim, Silverman, & Bauer, 2018). To achieve this, I must employ good customer service so that through teamwork our client will receive sufficient treatment, care and also the safety that they deserve.
In conclusion, juveniles entering the system of criminal justice brings with them serious problems such as substance abuse, emotional disturbances, family problems, sexual abuse physical health issues, and academic failure. To effectively deal with these problems, there is the need for them to gain access to comprehensive treatment, assessment, case management as well as support services that are appropriate to the child's age and also the level of development. Assessment is essential since it is not automatic that every adolescent who has used drugs must undergo treatment (Carter, Burke, & Hughey, 2019). Juvenile case managers will always do their best to protect the interest of the child and to uphold their right at any given time.
References
Anderson, O. S., Hisamatsu, R., Dubin, L. J., Mergos, J., & Vordenberg, S. E. (2019). An asynchronous, interprofessional teams and teamwork experience for the first-exposure learner. Journal of Interprofessional Education & Practice , 14 , 47-52.
Carter, J. D., Burke, M. G., & Hughey, A. (2019). The Influence of Business Case Study Competitions on Students’ Perceptions of Learning. Business and Professional Communication Quarterly , 2329490619829900.
Miller, C. J., Kim, B., Silverman, A., & Bauer, M. S. (2018). A systematic review of team-building interventions in non-acute healthcare settings. BMC health services research , 18 (1), 146.
Wu, W., Mayo, G., McCuen, T. L., Issa, R. R., & Smith, D. K. (2018). Building information modeling body of knowledge. I: Background, framework, and initial development. Journal of Construction Engineering and Management , 144 (8), 04018065.
Yang, B. X., Stone, T. E., & Davis, S. A. (2018). The effect of a community mental health training program for multidisciplinary staff. Archives of psychiatric nursing , 32 (3), 413-417.
