|SCHOOL||SCHOOL OF SOCIAL, POLITICAL AND ECONOMIC SCIENCES|
|LEVEL OF STUDIES||LEVEL 6|
|COURSE CODE||38||SEMESTER||2nd& 4th|
|COURSE TITLE||Youth, Crime and Penal Repression|
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.
|TEACHING HOURS PER WEEK||ECTS CREDITS|
|Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.|
Background, General Knowledge, Scientific Area, Skill Development
|TEACHING & EXAMINATION LANGUAGE:||Greek|
|COURSE OFFERED TO ERASMUS STUDENTS:||No|
- LEARNING OUTCOMES
|Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.|
|Students are expected:
The course is part of the field of forensic science and anti-crime policy. These are the courses “Criminology”, “International and Greek Penitentiary Policy”, “Criminal Phenomenon and Formal Social Control”, “Crime Policy and Globalization”, “Youth, Crime and Criminal Repression”, “Security and Human Rights”, and “Restorative Justice” and “Special Issues in Criminal Justice and Crime Policy”, which deal with criminal phenomena. With these courses, students acquire knowledge of theoretical and applied crime policy, which includes the range of measures that are established and implemented in order to prevent and suppress crime. Also, the interested parties are preparing for a more systematic involvement with forensic sciences at postgraduate level.
|Name the desirable general skills upon successful completion of the module|
|Search, analysis and synthesis of data and information,
Adaptation to new situations
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
|Project design and management
Equity and Inclusion
Respect for the natural environment
Demonstration of social, professional and moral responsibility and sensitivity to gender issues
Promoting free, creative and inductive reasoning
|Search, analysis and synthesis of data and information, ICT Use
Adaptation to new situations
Working in an international environment
Production of new research ideas
Equity and Inclusion
Promoting free, creative and inductive reasoning
- COURSE CONTENT
The course focus on the involvement of juveniles in the penal system, the development of juvenile justice, the institutional framework of juvenile delinquency and its particular features, protection of youth and the victimization of minors. In this context, the positive or negative contribution of special (criminal) legislation for minors in tackling their delinquent behavior is examined. Finally, the victimization of minors and the terms and conditions of their protection both at the level of criminal sanctions and at the level of assistance of community bodies constitute a special unit of the course. These issues are addressed in the light of the (binding or non-binding) juvenile policy texts of the United Nations and the Council of Europe, which set out the internationally recognized axes and guiding principles of this policy.
A. Historical, theoretical and philosophical foundations of Juvenile Law. Basic principles and their enshrinement in international texts. Social Transformations and Social Issues in the 19th Century – The Child Savers Movements – The Establishment of the First Juvenile Courts – Principles and Peculiarities of Juvenile Justice. Juvenile Delinquency – The UN Convention on the Rights of the Child the rights of the Child of 1990 (Law 2101/1992). European Convention for the Exercise of the Rights of the Child of 1996 (Law 2502/1997).International non-binding regulations (soft law).
B. Juvenile justice systems. Standards, principles and trends. The interpretation of juvenile delinquency and the interconnection of theory and practice. (a. Biosocial interpretations of the juvenile offender or perpetrator and their impact on the reform-welfare model of treatment, basic principles and objectives, enshrined in international texts, institutions and bodies supporting the welfare treatment of minors, criticism and objections, b. Theory label and critical approaches: The construction of juvenile delinquency and secondary victimization, youth and “moral panic”, radical theories and cultural criminology The legal model: Basic principles and aims, patronage in international texts, critique and objections justice institutions and institutions of diversion.
C. The Greek institutional framework of criminal treatment of minors, principles and particularities, age limits, reform and therapeutic measures, criminal imprisonment, establishment of juvenile courts, procedural guarantees and rights of minors, the role of the Juvenile Justice Service, treatment and post-institutional care.
D. Phenomenology and prevention of juvenile delinquency in Greek society (violent behaviors, distribution of addictive substances, etc.). Trends and institutions of de-escalation of criminal repression, mediation, conciliation and Community intervention. The prevention of juvenile delinquency: The institution of administrative prevention, the role of protection and hospitality structures, the institutions of commission and sponsorship.
E. The minor as a victim: sexual exploitation of children and other forms of child victimization. International conventions and international legal instruments. The protection of the sexual exploitation of minors in the Penal Code. The phenomenon of school bullying / bullying and its legislative demarcation efforts. Unaccompanied minors, minor refugees, child trafficking. Legal and institutional framework for child protection and the protection of vulnerable groups.
- LEARNING & TEACHING METHODS – EVALUATION
Face to face, Distance learning, etc.
|Face to face|
|USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students
|Use of ICT in Teaching, Use of PPT in classes, use of the class web for posting teaching material, announcements and for communicating with students.|
The ways and methods of teaching are described in detail.
Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.
The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.
Description of the evaluation process
Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others
Please indicate all relevant information about the course assessment and how students are informed
The final evaluation is based on:
1) The elaboration of an assignment-paper
2) The presentation of an assignment
3) The written examination.
Preparation and presentation of assignments:
The criteria for writing academic papers, assignments essays and presenting academic works apply. The main criteria are the accuracy and clarity of the use of terminology, the clear organization of the content and the appropriate use of the literature to develop the topic of the work. The use of ICT is necessary in the presentation.
- SUGGESTED BIBLIOGRAPHY
Gasparinatou, M. (2020), Juvenile Delinquency and Crime Policy, Athens: Nomiki Vivliothiki
Course file (texts, reports, articles) posted in e-class.
Additional- in Greek:
Avdela, E. (2013). Young people in danger, Athens: Polis
Courakis, N. (2015), Juvenile delinquency law, Athens – Komotini: Α.Ν. Sakoulas
Danelatou, A. Polyzoidou V., Bistouna Yv. (2016), Law on the Protection of Minors, Athens: Nomiki Vivliothiki
Gasparinatou, M. (2016), “Minor potential offenders and policing in times of crisis”, in M. Gasparinatou (2016), (ed.), Crime and criminal repression in times of crisis, Honorary Volume for Professor N. Courakis, Athens: Ant. N. Sakkoulas, pp. 2044-2068.
Georgoulas, S., (2000), Juvenile offenders in Greece, Athens: Hellinika Grammata
Giovanoglou, S. [ed.], (2010). The minor as a victim – The minor as perpetrator and prisoner, Athens: Nomiki Vivliothiki.
Chaidou, A. (2019), Juvenile delinquency. Aetiological approaches, prevention and social control, Athens: Nomiki Vivliothiki.
Hairpaloglou, A. (2010), Adolescents in breach of the law. An ethnographic study of “delinquency” and risk-taking, Athens: Nissos.
Kontopoulou, E. (2015), “The criminal stigma of the minor and its effect on the secondary deviation” in Gasparinatou M. (ed.) (2015), Crime and Criminal Repression in a time of crisis. Honorary Volume for Professor Nestoras Courakis, Athens: Ant. N. Sakkoula, pp. 2082-2117.
Kosmatos, K., (2020). Juvenile justice. Athens: Nomiki Vivliothiki
Koukoutsaki A. (2012), “Youth and “moral panic” in Pitsela A. (ed.), The road to justice. Conference in honor of Professor Stergios Alexiadis, Athens-Thessaloniki: Sakkoulas Publications, pp. 47-60.
Koulouris, N., (2010), “Between hammer and anvil. The balance sheet of the contradictions of welfare repression for young people”, in Honorary Volume of Calliopis D. Spinellis, Athens-Komotini: Ant.N. Sakkoulas, pp. 893-903.
Pantazi – Melista, Ei., (2013), Reform measures. Their influence on the mental health of the minor and the prevention of delinquency, Athens – Komotini: Α.Ν. Sakkoulas
Papandreou, P., Touloumi, G. & Poulopoulos, Ch. (2003) “School dropout, substance use and delinquency” Addictions, issue 4, pp. 24 – 44.
Pitsela, A., (2006). Crime policy texts. Juvenile Law. Athens – Thessaloniki: Sakkoulas
Pitsela, A., (2013), The penal treatment of juvenile delinquency, Athens – Thessaloniki: Sakkoulas
Poulopoulos, Ch. (2009) “The rights of addicts in treatment and social inclusion”, Criminal Justice, Issue 124, pp. 459-463
Sykiotou, A. (2009), “The rigor of anti-crime policy for juvenile offenders”, in Pitsela A. ed. (2009), The Road to Justice. Conference in honor of Emeritus Professor Stergios Alexiadis, Athens-Thessaloniki: Sakkoulas, pp. 167-179.
Themeli, O (2016), The pre-investigation of sexually abused minors: “the fifty shades of black” in M. Gasparinatou (2016), (ed.), Crime and criminal repression in a time of crisis, Honorary Volume for Professor Nestor Courakis, Athens: Ant.N.Sakkoulas, pp. 2118-2132.
Themeli, O. (2010). “When children testify: The judicial examination of the allegations of juvenile witness-victims” in A. Pitsela (ed.), Criminological Searches. Honorary Volume for Professor St. Alexiadis, Thessaloniki: Sakkoulas, pp. 395-414.
Themeli, O. (2014). The children testify. The judicial examination of juvenile witnesses, victims of sexual abuse. Athens: Topos Publications
Zagoura, P. (2007), “Aspects of juvenile delinquency and the limits of its penal management” in C.D. Spinellis (ed.) (2007), Supporting the juvenile delinquent, Athens-Komotini: Ant.N. Sakkoulas, pp. 125-142
Zagoura, P. (2010), “Converging policies of aggravation in criminal justice for minors. Uniform phenomena introduced policies and new challenges for Europe “, Honorary Volume for Calliopi D. Spinellis (2010), Athens-Komotini: Ant. N. Sakkoulas, pp. 823-858.
Zagoura, P. [ed.], (2011). Interdisciplinarity, intercompany and social inclusion of the young offender. Athens – Komotini: Α.Ν. Sack
In other languages
Agnew, R., 2009. Juvenile Delinquency. Causes and Control. New York – Oxford: Oxford University Press
Bradshaw, W., & Rosenborough, D. (2005). Restorative Justice Dialogue: The Impact of Mediation and Conferencing on Juvenile Recidivism. Federal Probation, 69 (2) 15-21, 52.
Chambliss, W.J., 2011. Juvenile Crime and Justice. Los Angeles: Sage
Champion D.J., Merlo, A.V. &Benekos, P.J., (2012). The Juvenile Justice System. Delinquency, Processing, and the Law. Boston: Pearson Education
Dunkel, F., Grzywa J., Horsfield, Ph. &Pruin, I., (2010). Juvenile Justice Systems in Europe, V. 1-4. Monchengladbach: Forum VerlagGodesberg
Elrod, P. & Ryder, R.S., (2013). Juvenile Justice. A Social, Historical, and Legal Perspective. Burlington: Jones and Bartlett Publishers International
Junger-Tas J. & Decker, S.H. [eds], (2006). International Handbook of Juvenile Justice. Dordrecht: Springer
Mincey, B., Maldonado, N., Lacey, C. H., & Thompson, S.D. (2008). Perceptions of Successful Graduates of Juvenile Residential Programs: Reflections and Suggestions for Success. Journal of Correctional Education, 59(1) 8-31.
Muncie, J., (2021). Youth and Crime. Los Angeles: Sage
Platt, A. (1974), “The triumph of benevolence: The origins of the juvenile justice system in the United States” in Quinney R. (ed.), (1974), Criminal Justice in America, Boston, Little Brown & Co, pp. 356-389 αναδημοσιευμένο σε Muncie J., Hughes G., McLaughlin E. (eds) (2002), Youth Justice. Critical Readings, London etc., Sage, pp. 177-196.
Platt, A., (1969/2009), The Child Savers, The Invention of Delinquency, 40th anniversary edition, New Brunswick, New Jersey & London, Rutgers University Press.
Roberts, A., (2004). Juvenile Justice Sourcebook. Past, Present and Future. Oxford: Oxford University Press
Schur, E.M., Radical non-intervention: Rethinking the delinquency problem, Englewood Cliffs, NJ, Prentice-Hall, 1973. 17.
Shaw, C. & McKay, H. (1942/1972) Juvenile Delinquency and Urban Areas. A study of Rates of Delinquency in Relation to Differential Characteristics of Local Communities in American Cities, second impression of revised edition published 1969, Chicago & London: The University of Chicago Press.
Shelden, R., Osborne, L. (1989), “For their own good”: Class interests and the child saving movement in Memphis, Tennessee, 1900-1917”, in Criminology, v. 27, No 4, pp: 747-767.
Sheldon, W. (1949), Varieties of delinquent Youth, New York & London: Harper.
Shoemaker, J.D., (2009), Juvenile Delinquency, Lanham-Boulder-New York-Toronto-Plymouth-UK, Rowman & Littlefield Publishers, Inc.
ANNEX OF THE COURSE OUTLINE
Alternative ways of examining a course in emergency situations
|Teacher (full name):||Nikolaos Koulouris, Associate Professor and Margarita Gasparinatou, Assistant Professor|
|Contact details:||email@example.com, firstname.lastname@example.org|
|Evaluation methods: (2)||written assignment and exercises
written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.
|Implementation Instructions: (3)||The examination of the course takes place on a day and time determined by the exams program, which is announced by the Secretariat of the Department of Social Policy. Before the exams, students must have registered in e-class in the respective course with their academic account, with which they can only take part in the exam. On the day of the exam, the topics of the exam are posted in the field (ASSIGNMENTS-EXERCISES), which the students are asked to answer and posting their answers in a file format (word), within the predetermined time of the exam. The answers are submitted in the field “ASSIGNMENTS-EXERCISES” of e-class. During the examination, students can use bibliographic sources, as the topics require critical thinking and deep understanding of the topics.
The assignments done during the semester are taken into account as supporting the grade of the written exams (reinforcement up to 3 points). To measure the support grade, it is required to obtain a grade that can be passed in the written exams (at least 5).
Throughout the examination it is possible to communicate with the teachers through the electronic platform at the link of the course. On the same platform, students who have this right and have declared it to the secretariat can be examined orally, on the same topics as those of the written examinations.
- Please write YES or NO
- Note down the evaluation methods used by the teacher, e.g.
- written assignment or/and exercises
- written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.
- In the Implementation Instructions section, the teacher notes down clear instructions to the students:
- a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester), the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
- b) in case of oral examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinks for the examination, the duration of the exam, the grading system, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensured and any other necessary information.
- c) in case of written examination with distance learning methods: the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.
There should be an attached list with the Student Registration Numbers only of students eligible to participate in the examination.