Juveniles and Anger Management

No account of the phenomenon of juvenile delinquency and the multiple theoretical and practical responses to it would be complete without reference to the fact that controversy surrounds many aspects of it. In his text Juvenile Justice, Whitehead cites biological, psychological, and social theories that are meant to explain juvenile delinquency, although the point is made that various theories are not necessarily supported by the facts and statistics of juvenile crime and later adult behavior of juvenile criminals. Rather, the most the research can say with certainty is that "at least some youthful offenders do become later delinquents and adult criminals" (2003, p. 187). The problem is finding a consistent and coherent theoretical explanation for the facts and figures of crime statistics. It is difficult to identify offending youths who will become career criminals in the first place, and secondarily, it is difficult to predict whether and how that w

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sion among young people is to develop a knowledge base that could inform intervention programs such as anger-management programs. The implication of program development is that intervention in the shape of anger management of some kind may have general social utility. There is a view, for example, that adolescent antisocial behavior is anchored in the failure of social learning in childhood (Keenan & Shaw, 2003; Moffitt, 2003; Lahey & Waldman, 2003 [all from the same book]). A study of youth attitudes toward and experience of violence in which the subjects were suburban youth found that "violence engagement" and "violence avoidance" behavior broke down along both "social ecology" and racial lines, with African American students' experience of "low self-efficacy" being uniquely related to violent behavior (Riner & Saywell, 2002). The authors of that study, which appears to have been the first one to test a social-ecology psychometric, caution that its sample may have skewed some results and that both replication with other demographic segments and longitudinal studies are required to further validate the social-ecology model of juvenile violence and intervention. It should be noted, however, that most actual interventions designed
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Approximate Pages = 11 (250 words per page)

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