This post was written by Darius Billingsley who is a Law Enforcement and Justice Administration student at WIU currently enrolled in Research Methods. This piece is a synopsis of a research manuscript he produced for the course.
In National Needs Assessment Conducted to Determine Juvenile Justice Training and Service Needs, a manuscript written for the Journal of Correctional Education by Dianne Carter, she identifies the following information concerning juvenile justice. First, The National Institute of Corrections (NIC), and the Office of Juvenile Justice and Delinquency and Prevention (OJJDP) entered into an agreement to initiate training for juvenile justice professionals through the National Academy of Corrections. The main goal was to described “current and emerging training service needs for the juvenile justice community.”
In this process, over 200 issues and needs were identified; which include, Leadership/Management, Strategic Planning, Programs, Human Resources, Public/Community Relations, what’s New and Working, Legal Issues and Funding/ Budgeting. Leadership was the primary focus, as it was a top priority and had two established objectives. Development of a skilled management workforce in juvenile corrections, with the capability to provide dynamic leadership and direction in a changing environment. The second objective presented was the goal for development and enhancement of professional leadership for juvenile corrections. Carter’s manuscript further illustrates the legal issues that were focused on, as those at the forum wanted to ensure, through the development of proactive legal training initiatives. Principles that promote sound management practices, minimize/ reduce operational risks and enhance the quality of life for children, youth, family and practitioners.
Another primary focus was to look at what was New and Working in juvenile justice. One of the goals articulated the need to create a national resource center; which would accumulate and disseminate information on model programs, creative ideas, education components resource development and training curriculum packages. This would help trainers, agency and faculty administrators, policy makers, and others associated with juvenile services.
Carter concludes the manuscript on preparing professionals, service delivery strategies, service implementation, service research, technical training or assistance, and publication of important findings.