Juvenile Delinquency Prevention Act

The Juvenile Justice and Delinquency Prevention Act of 1974 allowed the establishment of the Office of Juvenile Justice and Delinquency Prevention in order to address concerns of juvenile delinquency in addition to improving the juvenile justice system practices. There are several types of delinquency prevention programs whose main purpose is to prevent delinquency from occurring. This is done by teaching the youth specific skills, educating, and occupying their time with programs that are beneficial for their future so that they do not become involved with crime. In this paper two delinquency prevention programs will be discussed, after-school programs and job training programs, thus understanding their purpose within the communities.
After-school
Additionally, they provide guidance and mentorship the best interests of the participants of the program. Always believing that child safety is the priority of the club and their work is never done ( WEB). Moreover, to better support the children of The Boys and Girls Club of America, it has created a six-step plan and established a 24-hour hotline that includes the most up to date expertise in preventing delinquency. The plan is formulated based on three approaches, academic, enrichment, or school engagement. Nonetheless, the end state is to ensure that every member graduates school in addition to acquiring the necessary skills needed to make an easier transition on to college. Approximately 66 percent of the youth impacted are between 6 and 12 years old, 19 percent are between 13 and 15 years old, 10 percent are 16 years and older and 5 percent are 5 years old and younger. Of those, 30 percent are white, 27 percent are African-America, and 23 percent are Hispanic, making the bulk of the group. Furthermore, the difference between male and females in the program is very minor making males 55 percent of the population and females the other 45
These programs have been introduced by the Juvenile Justice and Delinquency Prevention Act of 1974 to homes who find value in the services provided. In the absence of parents, the programs have been able to teach specific skills, educate, and occupy the time of unattended youth so that they can become integrated into society without being involved in delinquency. After taking part in either program, the youth have become better prepared to take on the challenges of life. The most important takeaway is the success and continuous accomplishments of delinquency prevention programs within our