1

POSITIVE YOUTH DEVELOPMENT vis-à-vis JUVENILE

REFORMATORY PROGRAMMES
INTRODUCTION

In order to prevent Juvenile Delinquents we have to deal not only with socially maladjusted
children and youths who are involved in conflict with law, but also with those children who
are creating disharmony in schools and streets while not violating the laws. Prevention is
necessary for such children. If they are not prevented then they would become the habitual
offender. They make mistakes and become excited and fail to behave according to
legitimate expectations. First of all, we should identify such juveniles timely and thereafter
provide them with proper treatment. They may convert into habitual offender if they are not
timely identified and prevented from committing the offences. Juvenile delinquency has
become a threat to our society and is day by day becoming an alarm to awaken those
persons who are either victim of the disease or those who are likely to get struck into it.
Over-crowding in the cities, increase in the rise of slums, cinema houses, smuggling,
gambling and drinking are some of the contributory factors responsible for this ever
growing problem of juvenile delinquency. This study is guided by a desire to gain an insight
into the problem of delinquency and its statutory treatment in a remote developing region of
this vast and ever growing country. An attempt has been made to know the various causes of
delinquency and its nature in different areas and strata of society.

The most effective way to prevent juvenile delinquency has indisputably been to provide
counseling and proper guidance to children and their families at an early stage. Numerous
state programs attempt early intervention and prevention and independent groups in
communities has taken initiatives to tackle the problem in new ways. The most effective
programs share the following key components. Many provisions have been made by jurists
and criminologists for the prevention of juvenile delinquency and some of these provisions
are very useful for the welfare of the juveniles and their development.

Early researchers on adolescent development started out with the wrong set of assumptions
(Lerner & Steinberg, 2009). Most, including the founder of the field, G. Stanley Hall (1844–
1924), viewed adolescents in terms of what they lacked when compared to mature adults
(Hall, 1904). For many decades, this perspective subtly colored not only how researchers
but also how teachers, parents, youth workers, and public policy makers looked at this
period of development. It influenced what they thought they could expect from teenagers,
and how they would interpret what teens said and did.

Researchers and clinicians viewed adolescence as a time of “sturm und drang” (storm and
stress), in which emotional turmoil was a necessary step toward maturity. Hall drew upon
Darwin’s writings on evolution for formulating this perspective (Hall, 1904). Hall
interpreted each person’s maturation as a retelling of how mankind as a whole evolved from
primitive beasts to civilized social animals, with the teenage years reflecting a critical point
in that story of transformation. Anna Freud (1969) wrote of emotional upheavals within
adolescents and in their close relationships with family and friends. Erik Erikson (1959)
described the adolescent’s identity crisis as he or she struggled to achieve a more mature
sense of self.
 2

In short, early researchers and clinicians alike based their observations and theories on the
underlying assumption that adolescents are inherently “at risk” for behaving in uncivilized
or problematic ways; they were “broken” in some way, and needed repair. They were
problems to be managed (Roth & Brooks-Gunn, 2003). Given that premise, these deficits
are largely what they saw.

THE EMERGENCE OF THE POSITIVE YOUTH DEVELOPMENT (PYD)

PERSPECTIVE

This frame of reference shifted in the early 1990s, as growing numbers of researchers
viewed adolescence through the lens of systems theories that look at development
throughout the life span as a product of relations between individuals and their world
(Lerner, 2005). One key aspect of this new focus was plasticity: the potential that
individuals have for systematic change across life. This potential is critically important, for
it tells us that adolescents’ trajectories of development are not fixed, and can be significantly
influenced by factors in their homes, schools, and communities (Lerner, 2006).

Despite the seemingly manifold problems seen during adolescence—drug and alcohol use
and abuse, unsafe sex and pregnancy, school failure and dropping out, crime and
delinquency, depression, and self-destructive behaviors—most young people do not have a
stormy adolescence (Lerner, 2005). Similarly, while teenagers spend much more time with
their peers than with their parents and may, sometimes for the first time, openly challenge
their parents’ actions and beliefs, they value their relationships with their parents
tremendously. They also tend to incorporate their parents’ core values in such areas as social
justice, spirituality, and the importance of education into their own values. Indeed, most
adolescents select friends in part because they share these core values and similar
perceptions of the world.

Integrating the theoretical ideas about the plasticity of adolescent development and the
practical findings about the multiple pathways children take through adolescence led to the
framework now known as PYD, which views young people as resources to be developed
rather than as problems to be managed (Damon, 2004; Larson, 2000; Lerner, 2005).

FEATURES OF PYD

As discussed by Hamilton (1999), the concept of PYD has been used in at least three
interrelated but nevertheless different ways:

1. as a developmental process

2. as a philosophy or approach to youth programming

3. as instances of youth programs and organizations focused on fostering the healthy or

positive development of youth.

In the decade following Hamilton’s (1999) discussion of PYD, several different models of
the developmental process believed to be involved in PYD were used to frame descriptive or
explanatory research across the adolescent period (e.g., Benson, Scales, & Syversten, in
press; Damon, 2004; Larson, 2000; Lerner et al., 2005; Lerner, et al., in press).All of these
models of the developmental process reflect ideas associated with what are termed
 3

“relational, developmental systems” conceptions of human development (e.g., Overton,

2010); these theoretical models emphasize that development involves mutually influential
relations between individuals and their contexts. Within these theoretical models, one key
approach to understanding PYD has focused on the “Five Cs”: Competence, Confidence,
Connection, Character, and Caring (Lerner, et al, 2005).

Researchers theorized that young people whose lives incorporated these Five Cs would be
on a developmental path that results in the development of a Sixth C: Contributions to self,
family, community, and to the institutions of a civil society. In addition, those young people
whose lives contained lower amounts of the Five Cs would be at higher risk for a
developmental path that included personal, social, and behavioral problems and risks
(Lerner, 2004).

POSITIVE YOUTH DEVELOPMENT

Much of the available research on risk and protection uses the presence or absence of
delinquency as the primary dependent variable, but preventing antisocial behavior is not the
only goal of resilience-based interventions. The PYD framework encompasses a broader set
of goals common to all youth, whether or not they have engaged in problem behavior. If the
juvenile justice system were to embrace PYD goals and successfully design its practices to
provide the supports and opportunities to achieve them, the resulting positive outcomes
could prove effective in preventing subsequent offending.

Of course, it is not easy to define the appropriate targets of a PYD approach. One cannot
simply define PYD goals as whatever encourages positive adult outcomes. People and
communities would likely differ on the specific indicators of adult success. As Eccles and
Gootman (2002) point out, cultural groups vary in what they value for their members (e.g.,
some value autonomy and individuality while others value cooperation and collectivity).
The PYD perspective needs to be framed in terms general enough to permit cultural
variability.

Hamilton, Hamilton, and Pittman (2004) provide a set of clear principles for positive youth
development that encompasses goals (all youth gain competence and character), practices
(youth participation in decisions; healthy relationships with adults, peers and younger
children; relationships changing and enduring as developmentally appropriate), and system
characteristics (community-wide partnerships that develop inclusive, coherent, connected,
and enduring systems).

Others frame positive youth development differently. Pittman and Irby (1996) define the
four tasks of adolescent development in terms of “4 Cs”: competence, confidence, character,
and connections, to which Benson and Pittman (2001) add a fifth C, contributions. Connell,
Gambone, and Smith (2001) prefer to describe the tasks of adolescent development as
learning to be productive, learning to connect, and learning to navigate. Still others describe
positive youth development as acquiring a sense of competency, usefulness, belonging and
influence (Boys & Girls Clubs of America, 2000). The Search Institute (Scales & Leffert,
1999) defines youth development in terms of 40 social and developmental assets that
encompass eight dimensions. Regardless of the acronym or specific terms, all PYD
frameworks stress a combination of attributes, skills, and relationships related to healthy,
productive, and satisfying outcomes in adulthood. All frameworks agree as well that to
 4

increase the likelihood of positive developmental outcomes for all young people,
communities need to provide a range of supports and opportunities far beyond what is found
in many American communities today.

Eccles and Gootman (2002: 90-91) provide a useful list of characteristics that communities
and programs seeking to promote positive youth development should have. These elements
include the following:

■ Physical and psychological safety – Safe and health promoting facilities; and practices
that increase safe peer group interactions and decrease unsafe or confrontational peer
interactions.

■ Appropriate structure – Limit setting; clear and consistent rules and expectations; firm-
enough control; continuity and predictability; clear boundaries; and ageappropriate
monitoring.

■ Supportive relationships – Warmth; closeness; connectedness; good communication;

caring; support; guidance; secure attachment; and responsiveness.

■ Opportunities to belong – Opportunities for meaningful inclusion, regardless of one’s

gender, ethnicity, sexual orientation, or disabilities; social inclusion, social engagement, and
integration; opportunities for sociocultural identity formation; and support for cultural and
bicultural competence.

■ Positive social norms – Rules of behavior; expectations; injunctions; ways of doing

things; values and morals; and obligations for service.

■ Support for efficacy and mattering – Youth-based; empowerment practices that support
autonomy; making a real difference in one’s community; and being taken seriously.
Practices that include enabling, responsibility granting, meaningful challenge, and that focus
on improvement rather than on relative current performance levels.

■ Opportunities for skill building – Opportunities to learn physical, intellectual,

psychological, emotional and social skills; exposure to intentional learning experiences;
opportunities to learn cultural literacy, media literacy, communication skills, and good
habits of mind; preparation for adult employment; and opportunities to develop social and
cultural capital.

■ Integration of family, school, and community efforts – Concordance; coordination; and

synergy among family, school, and community.”

Traditional views of young people often reflect a sharp dichotomy. On the one hand, schools
and some community organizations (e.g., Boy Scouts, Girl Scouts, YMCAs, YWCAs, etc.)
exist to provide opportunities for all youth. Faith-based organizations provide opportunities
to young members of their congregations and, increasingly, to other youth in their
neighborhoods and communities. These opportunities are intended to promote positive
youth development in a wide array of settings. Others, notably human services and justice
agencies, view their missions as dealing with “youth problems,” which is often translated as
dealing with “problem youth.” The problem perspective tends to result in programs and
policies that do not promote positive youth development, but rather seek to isolate and
 5

control problem youth. The juvenile justice system is perhaps the most extreme example of
this mindset.

In recent years, the proponents of PYD have advocated a paradigm shift in how families,
communities, and agencies should think of young people, emphasizing that young people
are assets to be valued rather than problems to be controlled. They have called for the
mobilization of community resources to provide supports and opportunities that will enable
all young people to achieve the goals of positive youth development. Communities in the
U.S. and abroad are increasingly mounting comprehensive initiatives to create the supports
and opportunities necessary to promote positive youth development (Checkoway &
Gutierrez, 2006).

One weakness of the PYD movement has been its relative inattention to theory. It is long on
moral imperatives and short on articulated theories of change (Weiss, 1995). Some
exceptions include the work of Eccles and Gootman (2002, especially Appendix B) who
ground positive youth development in the theories of John Bowlby (1991), Urie
Bronfenbrenner (1979), and Erik Erikson (1963), as well as the work of Connell and
colleagues (Connell, Gambone & Smith, 2001; Connell & Kubish, 1998; Connell, Kubisch
& Schorr, 1995) who offer a detailed conceptual framework that links community strategies,
supports and opportunities to short- and long-term youth outcomes. Insights from other
research on risk, resilience, and protective factors may yet provide useful guidance for new
“theories of change” that link PYD strategies with developmental outcomes.

PREVENTIVE AND REFORMATORY PROGRAMMES AND THERAPIES

Delinquency Prevention is a broader term for all efforts made at redirecting the youth and
preventing from being involved in criminal activities, or other antisocial ailments.
Nowadays, governments have recognized the importance of preventing delinquency at an
earlier stage and therefore it has started allocating funds for its prevention. As it is quite
difficult for states to provide the fiscal resources required for good prevention so all the
organizations, communities, and governments are working more in hand to hand with each
other to prevent juvenile delinquency. As development of delinquency in youth is being
influenced by various factors, so there have to be a comprehensive approach in preventing
it. Prevention services include activities such as education and treatment regarding
substance abuse, youth mentoring programs, parenting education, emotional support, family
counseling, and youth encouragement in their respective fields. Reductionism should rely on
a psychosocial focus whilst neglecting potential socio-structural and political influences.
This theory oversimplifies complex ideas and system by converting them into simpler parts.

PREVENTIVE PROGRAMMES:

There may be two kinds of programmes for preventing the juvenile delinquency;

(i) Individual Programme- Individual programme involves the prevention of

delinquency through counselling, psychotherapy and proper education.

(ii) Environmental programme- Environmental programme aims of changing

the socioeconomic conditions which are likely responsible for promoting
 6

delinquency. These two forms of preventive approaches are reflected in the

following strategies, which are adopted in crime prevention programmes.

(i) INDIVIDUAL PROGRAMME-

(a) Clinical programme- Through clinical programmes Psychiatrists, Clinical

Psychologists and Psychiatric Social workers are employed in different
areas for understanding the personality disorders of the juvenile
delinquents and give them proper counseling .

Taft and England 1 have listed the function of clinics as follows

• To investigate cases selected for study and treatment.

• To treat cases itself or to refer cases to other agencies for treatment.

• To interest other against in physiologically oriented types of treatment

of delinquent behavior.

• To reveal community the unfulfilled needs of children.

• To cooperate in training of students intending to specialize in treatment

of behavioural problems

• To participate in identification of pre delinquents.

George Albee comments2 “these clinics are treating the wrong people they are using the
wrong methods, they are located in the wrong places and they are improperly staffed and
administered”. England raised some relevant questions and feel that there is difficult to
assess the child guidance clinic as a prevention agency.

(b) Educational Curriculum and Activities- The impact of educational is

remarkable in the nations where the school going children ratio is very
high. The preventive measures can be adopted in an efficient manner
through the school curriculum and activities. Teacher should also
participate in these activities and also adopt some measures which include
that, teachers shall not discriminate among their students; children should
be treated equally and provide them moral education and social norms it
will be very useful for the students for their future life goal. Moral
education is an important aspect for the students, which form the basis for
their future life.

(c) Mental Hygiene- Mental hygiene also plays a vital role in the prevention
and treatment of Juvenile delinquency. Mental therapy helps in preventing
mental conflicts and curing mental disturbances thus bringing adequate
mental adjustment in childhood. Development of high sentiment and
values in child also prevent Juvenile Delinquency. In October 1944, on
occasion of inauguration of the Indian Council for Mental Hygiene Dr.
 7

K.R. Masani, the then Director of Indian Institute of Psychiatry and Mental Hygiene, said
that “the application of mental Hygiene was wide and varied and in Education, Law,
Medicine, Public health, Industry, mental hygiene played an important role in preventing the
delinquency and crime”.

(d) Parent education- Parental education is very essential for the Juvenile
from preventing them from being involved in any crime. It is the
responsibility of the parents to provide their children such education that
they keep themselves away from delinquent acts and also not get involved
in criminal activities. Every community should ensure opportunities and
educational programmes for parents which will help in improving family
relationship and give them guidance for the proper education and care of
children.

(e) Recreational programmes- The recreational activities also play a vital

role in checking of juvenile delinquency. Recreation programs should be
designed such as dancing, singing, sports, music, karate, art, rock climbing
and such other activities which enable youths to mix up with other adults
and children in the community and develop friendship. Such positive
friendships may assist children in later years and also helps in their
personality development and increasing self confidence.

(f) Removal of inferiority complexion- Inferiority complexion, fear and

anxiety may sometimes be responsible for the child to commit offence just
with the belief of proving himself. Children need support to become
confident and good character person. Discouragement and bad treatment
pulls them behind in their life

(II) ENVIRONMENTAL PROGRAMME

(a) Community Programmes- The main objective of community

activities/programme is to get in touch with the person in need of help
instead of person who himself approaches the workers and ready to take
participation in the local community activities/programme. Marshal B.
Clinard has outlined the key supposition of these programmes as follows3 :

• Local people participation can change neighborhood conditions.

• Because they do not accept an adverse environmental conditions as

desirable and favourable.
 8

• Because self-imposed changes might have real impact on the resident

and consequently will have more eternal effect4.

(b) Publication/Publicity- The newspapers, magazines, radio, television,

cinema etc. shall be present the juvenile delinquency with sincere
perspective and must present real news about the various offences/wrong
done by the juveniles and also show the effects of their wrong doing and
also analyze the true causes. It is their duty to protect the juvenile against
false and misleading news and the actual reporting should be presented
before the society about their delinquent behaviour so they can properly
dealt by the society. Since a long time the question of publicity for
Children's Court hearing has been a concern. Confidentiality of Court
hearings has always been opposed by democratic nations. However, some
limitation in this respect is placed in the Children Acts. Section 36 of the
Children Act, 1960 provides as under; section 36(1) No report in any way,
in any newspaper, magazine or news sheet of any enquiry regarding a child
under this Act shall be disclose the whereabouts like name, address or
school or any other particulars calculated to lead to the identification of
child nor shall print any picture of any such child, otherwise be published.
Provided that for reasons to be recorded in writing, the authority holding the
enquiry may permit such disclosure if in its opinion such disclosure is in the
interest of the child. 36(2) any person contravening the provisions of sub-
section {1) shall be punishable with fine which may extend to one thousand
rupees5.

Publicity of crime is clearly punitive in origin and is made that a criminal should receive a
public condemnation of his wrong activities. The objectives of the Children Act are “to
provide the care, protection, maintenance, welfare, Training, education and rehabilitation of
neglected or delinquent children and for the trial of delinquent children in the Union
territories”.

If press or other sort of publicity is given to the juvenile delinquent the rehabilitation will
become more difficult. Lesser the publicity in an individual case increases the chances of a
delinquent child to get back to his normal social life thus preventing him from social stigma.
The Rehabilitation does not go on the glare of publicity but through personal relationship of
the delinquent with adult, non-delinquents and when needed through specialized case work
or clinic services are sufficient. But sometimes, a different view of the secrecy of publicity
has also been taken as it has been stressed that the secrecy of Children’s Court proceedings
is opposed as it may open the way for exploitation or injustice to the accused person. It is
perhaps against the interest of other persons who would stand to lose or gain in prestige,
power or finances according to the outcome of a trial. Press acts as the best watch dog for
juvenile courts to protect the interest of an individual6.

(c) Parental Care, Love and affection- Children are always in need of their
parent’s care, love and affection. Children need unconditional love and care
 9

of his father and mother. The child may develop frustration and
disappointment in their mind due to ignorance and neglect of such care and
protection which might lead them toward offence/crime. So parental care,
love and protection is an essential factor for the child to prevent them from
being involved in offence/crime.

(d) Family Atmosphere- Family factors like lack of parent supervision, lack of
parents disciplining, conflict between parents, parent reparation and the
parent-child relationship also affect the child which lead a child to become
criminal. Child grown-up by single parent are more likely victim of
juvenility than those who reside with both natural parents. Children lacking
parental support and supervision are more likely to cause offence. There is a
connection between a lack of supervision and offence. When parents
generally do not know where their children are, what they are doing or are
who their friends, children are more likely to absentee from school ,have
chance to fall in the company of delinquent children or have chance of
chose the wrong path their life. Lack of control on children lead to poor
relationships between children and parents. The children in conflict with are
less willing to discuss their problem and activities with their parents. Lesser
the attachment of children with their parents greater are the chances of
becoming prone to delinquency.

THERAPIES:

Many approaches and methods can be used in treating the delinquent.

Some important methods are:

(1) psychotherapy

(2) reality therapy

(3) behaviour therapy

(4) activity therapy

(5) milieu therapy.

Punishment is not discussed as a treatment method because it is no longer viewed as a

viable technique of treatment, though some do feel that pain serves as a deterrent to further
criminal action. Restrictions and reprimands can be effective supplements to the major
treatment approach utilized but punishment cannot become an end itself. The two basic
approaches in dealing with youngsters are the individual and the group method of treatment.
Of these, it is generally the individual method which is used by psychologist, psychiatrists,
sociologists and social workers, though psychologists sometimes do use the group method
as well. Sociologists usually take a ‘social engineering' approach to delinquency, that is,
they deal with the conditions of the social structures that breed delinquency, while
 10

psychologists treat the individual and emphasize his interpersonal dynamics. Sociology is
regarded as a theoretical discipline researching the causes and effects of crime and
delinquency. As such, the above mentioned therapeutic methods are generally utilized by
psychologists, psychiatrists and social workers. We will briefly discuss each method
separately.

1. Psychotherapy treats emotional and personality problems by psychological means, viz. by

changing the attitudes and feeling about significant persons (say, parents) in the client's
(delinquent's) past. Through psychotherapy, the delinquent is allowed by the therapists to
operate in an atmosphere of love and acceptance where the persons do not have to fear
severe rejection or physical punishment. This is due to the transference established in which
the client and the therapists feel comfortable in exchanging communication, thus, this
therapy involves facilitating the solving of conflicts and providing positive alternatives to
behavior adaptation by the client.

2. Reality therapy is based on the view that people, unable to fulfill their basic
requirements, act in an irresponsible manner. The main objective of this therapy is to help
the delinquent act in responsible manner, that is, refrain from anti-social activity. This
therapy can be given by any one (police officer, counselor, teacher, social worker, family
member or a friend because it does not emphasize nebulous psychiatric terms, extensive
testing or time-consuming case conferences. This method differs from the psychotherapeutic
method in the sense that the latter is concerned with the past behavior while this is
concerned with the present behavior. The basis of psychotherapy is that a person cannot
change his present behavior unless he can clearly tie it to the events in the past, whereas, the
basis of the reality therapy is that the past is insignificant. In reality therapy, since a child is
treated as a responsible person and not as an unfortunate youngster, it transmits the strength
to the youngster. The child is expected to obey rules but he is not rejected when he breaks
one.

3. Behavior therapy modifies the learnt behavior of the delinquent through the
development of new learning processes. Behavior can be changed through positive or
negative reinforcements, that is, rewards or punishments. Negative or unpleasant
reinforcements such as restrictions will reduce/eliminate negative behavior, while positive
or pleasant reinforcements such as rewards will maintain/increase positive behavior (like
success on the job and in school). This requires determining each individuals rein forcers,
that is, those aspects which individual (delinquent) will strive to achieve to gain personal
satisfaction. Money, praise, attention, food, privileges, admission in school, freedom to play
with the children, and good clothes can be considered as positive rein forcers, while threats,
confinements, ridicule, physical punishment and depriving of money are negative rein
forcers. For modifying behavior, both the rein forcers can be employed.

4. Activity therapy: many children do not have the verbal ability to communicate
effectively in a conventional individual or group situation. In activity therapy method, a
group of 6-8 children are gathered / invited to meet at a specific time/place to engage in play
or some artistic endeavor. The atmosphere is permissive and the youngsters can use their
time as they wish. Thus, a moderately neurotic child finds great release in a permissive
 11

environment where he can express his hostility and aggression in creative work, play, or
mischief. Because his behavior does not call for retaliation, punishment, or disapproval,
pent-up emotions find appropriate release.

5. Milieu or environmental therapy attempts to produce an environment that will facilitate

meaningful change and satisfactory adjustment. This is used for persons whose deviant
behavior is a reaction to unfavorable life conditions.

Apart from the above methods, three more methods are used in treatment of juvenile
delinquents. These are:

a. Social case: Work that is assisting the maladjusted youngster in coping with his
problems. Although similar in many respects, technically social case-work, is different from
psychotherapy. A social case-worker could be a probation officer, prison, counselor, mental
health worker, or hospital social worker, psychotherapists is essentially a doctor by
profession. The case-worker prepares the case history of the client to explore his
background, environment and relationships with his family, friends and school-fellow and
evaluates his personal strength and weaknesses so that a treatment plan can be devised and
carried out. This method however, is often not successful with the delinquents because on
the one hand, it is difficult to obtain the delinquent co-operation as he has no trust in the
case-worker and on the other hand, the delinquent's family also resists and feels threatened
by the case-worker's ‘probing'.

b. Individual counselling that is, re-educating a delinquent to enable him to understand his
immediate situation and solve his problems. In this method, no attempt is made to affect a
fundamental change of the client's personality.

c. Vocational counseling , its main purpose is to increase the delinquent's knowledge of his
career choices, job specifications and qualifications and training needed for successful
employment.

CONCLUSION

It is believed that intervention in the beginning is the best approach to preventing juvenile
delinquency. Individual and organizational efforts are required to keep children away from
illegal and immoral activities. Some focus on punitive prevention required to frighten
offenders by making clear in their mind that they would get severe punishment if they
violate law and also describe them the result of their offence. Implement the development
programmes with income generation opportunities, professional training and vocational
education courses which could help and prevent them from association with wrong persons.
NGOs and local community active involvement can also play a vital role in preventing the
juvenile delinquency. The following are suggestions:

 Effective implementation of Juvenile Justice Act, with full public

awareness and proper orientation and training to professionals and law
enforcement agencies.
 12

 Government should motivate the Juveniles to join main stream of the

society and regain their self-confidence, which is almost lost because of
the callous attitude of the society and this can be done through
implementation of social and reformative schemes with the help of
administration and NGO’s.

 Advocacy for various legal provisions provided for juveniles.

 A proper mechanism to assess the needs and requirements of the

juveniles and regular review.

 Reformative approach of police rather than penal. The object must be to

reform the delinquents, rather than just to punish them.

 Application of UN rules and other International convention rules.

 State Governments and U.T administrations should provide support to

voluntary organization to start or reformative juvenile programmes
including community services.

 Active role must be play by community and voluntary organizations in

the implementation of Government programs related to literacy, health,
eradication of child labour, etc. shall help to a great extent to weed out
delinquency.

 All the stakeholders should be properly coordinate to fulfil the aim and
objective of juvenile justice through concentrated and co-ordinate
functioning.

 Organization of recreational programme for the children so they could

spend their leisure time in productive activities.