Multidisciplinary Studies with Juvenile Justice Studies Concentration

  • Credits: 120
  • Degree:
    Bachelor of Arts

Program Description

The baccalaureate program in multidisciplinary studies at Cambridge College is a flexible option for students who are attending college for the first time or returning after years away. The program develops academic and workplace skills for success and knowledge across a variety of academic fields. It is ideal for students who have broad academic interests and a desire to continue enhancing their knowledge throughout their lives. The program is very flexible, supporting each student’s interests with a wide selection of liberal arts courses to choose from.

Juvenile Justice Studies provide students interested in working with adolescents and the juvenile justice system with a solid introduction into the history of youth services, current theories of adolescent development, and the impact of community disadvantage, child abuse and neglect on behavior.

Program Outcomes                            

Specific learning outcomes of the Multidisciplinary Studies degree with the Juvenile Justice Studies concentration include:

  • Critical Thinking, Logic, and Analysis
  • Mathematics and Quantitative Reasoning
  • Written and Oral Communication
  • Information Literacy and Computer Sciences
  • Understanding of the scope and relevance of the arts and humanities throughout historyand within contemporary society
  • Integration of Scientific Thought and Analysis 
  • Understanding of intercultural and intra-cultural concepts within the social sciences
  • Fundamental understanding of the historical development of concepts of juvenile justice
  • Understanding and basic knowledge of major theories, concepts and processes of adolescent behavior
  • An understanding of the complex factors that contribute to adolescent behavior, its impact, and societal responses.
  • Developing skills in vital areas such as suicide assessment, crisis intervention, and family mediation
  • Gaining skills to address youth issues in the context of government agencies and community organizations
  • Detailed understanding of current practices and research on successful treatment models

Careers and Further Study

Students will acquire a vocabulary in concepts and methods of critical thinking and will gain the skills necessary to navigate and manage complex systems, obtain fulfilling employment, and compete in the working world. Students will develop persuasive oral communication and writing skills and be prepared to utilize them in their employment and graduate study. With these transferrable skills and broad-based knowledge, our graduates will be equipped to take on new and unforeseen challenges in this fast-paced and quickly changing world.

Students may go on to graduate study in juvenile justice, criminal justice, forensic psychology, youth development and advocacy, family studies, addiction studies, and counseling. Career possibilities include juvenile residential and community-based programs, state and private non-profit agencies, probation departments, violence prevention, child protection and youth advocacy.

Program Chair

Laura Ziman
laura.ziman@cambridgecollege.edu

Curriculum


General Education - Learning to Learn
24
Credits
Principles and Processes of Adult Learning
LRN 175 3 credit(s)
Students explore theories of adult learning. They clarify the fit between their academic program and their learning and career needs, and see how their prior learning fits in. They assess their academic skills of critical thinking, mathematics, writing, and computer literacy. Students become independent learners who can effectively manage the structures, processes and expectations of undergraduate education.
College Writing I
WRT 101 3 credit(s)
Through challenging readings, class discussion, small group col­laboration, and different forms of writing, students learn the skills and process of “thinking on paper.” They learn to construct an argument or discussion that supports a clear thesis and present it effectively in a well-organized essay that observes the conventions of written English. They write academic papers that analyze and synthesize the issues suggested in two or more readings. Critical reading, critical thinking, research skills, and forms of documentation are also introduced.
Foundations of Critical Thinking
CTH 225 3 credit(s)
We learn to engage in reasoned thinking. We learn to formulate hypotheses; conceive and state definitions, and understand logical consistency and inconsistency. We explore the differences between claims of fact, value, and policy; what constitutes credible evidence; the nature of assumptions. We learn what constitutes a persuasive argument as opposed to an emotive and propagandistic one, and critically examine them. Students learn to present clear, well thought out critical arguments in writing and oral presentations. We look at the relationships among thinking, writing, speaking and listening, laying a strong foundation for improving our capacity to write, speak, and listen well.
College Mathematics I
MAT 101 3 credit(s)
Prerequisite: MAT100 If assessment indicates need. This course introduces students to the value of mathematics for students’ career and educational goals. Students will acquire mathematical study skills, gain strategies for problem solving, and develop a sound foundation for future mathematics coursework. The course is structured towards engaging students in active, applied, and real-life learning in order to facilitate mathematical problem solving and conceptual understanding.
Introduction to Computer Applications
CMP 130 3 credit(s)
Assessment available. This course provides a hands-on introduction to the personal computer, Windows, word processing, spreadsheet, presentation software, the Internet, and an overview of Word, Excel and Power-Point uses. Students begin with the basics of each application and progress through intermediate level.
College Writing II
WRT 102 3 credit(s)
WRT102 acquaints students with the academic research paper as both process and product. The course begins with an intensive review of the strategies and techniques for writing an academic essay that are covered in WRT101 and then moves to selecting and narrowing a topic, preliminary research, and establishing a focus for a 12-15 page argument research paper. The final paper includes an abstract, an introduction, discussion, conclusion, and references. Students learn how to write an Annotated Bibliograph and use APA documentation for in-text citations and references.
Information Literacy
CMP 230 3 credit(s)
Prerequisite: CMP130 (course or portfolio) and familiarity with Windows and/or Mac operating system, or permission of instructor. Information literacy is necessary for lifelong learning and career advancement. It is the ability to analyze problems, research and select relevant information, create an effective presentation from that information, and, when appropriate, publish it in print or electronic formats. Students acquire the knowledge, skills, and abilities to apply principles of information literacy to their academic and professional lives. A problem-centered approach is used. Students use the Internet and e-mail news groups, file transfer and Netscape, and search engines. They learn to evaluate the credibility of information and use problem-solving paradigms.
College Mathematics II
MAT 102 3 credit(s)
Prerequisite: MAT101 If assessment indicates need. Challenge exam available. This course develops students’ mathematical thinking and problem solving around issues of both mathematical content and process. Students will acquire a conceptual and practical understanding of and familiarity with numbers and operations, algebra, geometry, measurement, and basic data analysis and probability. The course focuses on supporting students’ understanding of problem solving, reasoning and proof, communication, connections, and representations. A key feature of the course is active student involvement to support communicating mathematics in everyday and academic contexts.
General Education - Arts and Humanities
9
Credits
General Eduction - Natural and Physical Sciences
9
Credits
General Education: Social Sciences
9
Credits
General Education: Open Electives
9
Credits
Multidisciplinary Major - Arts and Humanities
6
Credits

Upper level courses (300 level and above).

Multidisciplinary Major - Natural and Physical Sciences
6
Credits

Upper level courses (300 level and above).

Multidisciplinary Major - Social Sciences
6
Credits

Upper level courses (300 level and above).

Multidisciplinary Major Electives
6
Credits

Upper level courses (300 level and above).

Multidisciplinary Major - Capstone
3
Credits
Multidisciplinary Studies Capstone
BAM 490 3 credit(s)
Prerequisites: 90 credits minimum, including WRT101 and WRT102. The Capstone is a comprehensive research project which is the culminating academic activity that helps to synthesize students’ learning in the undergraduate multidisciplinary program. It is an opportunity to explore a topic of personal or professional interest in the field of multidisciplinary studies and to create an original project or piece of research that contributes to the field. The Capstone is 25-30 pages in length and follows a research paper format appropriate to the field of study. Students work together in class and meet or communicate individually with the instructor as needed. Those who take an additional term to complete the Capstone must register for BAM491 and pass before graduating.
Juvenile Justice Required Courses
12
Credits
Adolescents in Search of Belonging
PSY 330 3 credit(s)
In this course we look at adolescents in traditional and non-traditional families and residential treatment communities. We explore the adolescent search for a sense of belonging in and beyond the family, and for acceptance and inclusion in adult society. We discuss the developmental tasks of adolescence including sexual maturation, identity, and autonomy. We explore adolescent culture, role development, and societal attitudes to adolescents. We research community responses to teen parenting, depression and suicide, substance abuse, and delinquent activity. We look at prevention, intervention, and restoration in the context of community systems.
Understanding Child Abuse and Neglect
PSY 359 3 credit(s)
This is course is an overview of child abuse, neglect, and interventions targeted to this social problem. This course will assist the student in understanding, through case studies and readings, contemporary definitions of child abuse, neglect, sexual abuse, institutional abuse, adolescent abuse and catastrophic maltreatment. Child abuse will be discussed in context of family stress and the course will examine the historical role of societal intervention. Additionally, childhood neglect and abuse and their impact on delinquent behavior will be discussed. The course will review theories related to family relationship and attachment, community empowerment and disadvantage and the impact on adolescent growth.
Intro to Juvenile Justice
JUS 350 3 credit(s)
This course introduces the history and principles of juvenile justice, focusing on delinquent behavior in the context of adolescence, family, and social/environmental factors. The course explores various societal responses to problem behavior from colonial time to the present, including various community-based and residential program models, and current national debates on treatment vs. punishment of juvenile offenders.
Global Justice for Youth
JUS 430 3 credit(s)
The UN Declaration on the Rights of the Child has been signed by all UN nations except Somalia and the United States. This course examines our basic assumptions about the rights of children. Students explore particular factors such as gender disparity, economic disempowerment, and social class assignment which contribute to the inequities in available resource options. Universal principles of human rights and social justice are introduced. In light of these principles, students are encouraged to critically research local, national, and international laws and practices related to children and adolescents with a particular emphasis on juvenile justice systems.
Juvenile Justice Techniques
6
Credits

Choose 6 one-credit techniques courses.

Working With Adolescents: Group Leadership, Concepts and Techniques
JUS 300 1 credit(s)
The purpose of this class is to provide students with a basic understanding of effective group leadership skills, concepts and techniques in facilitating educational, life skill and process groups when working with the adolescent population. Students will learn the necessary skills to effectively lead group exercises for topics specific to adolescents. Students will be able to utilize a number of proven group leadership skills to enhance engagement, provide support for change, and increased communication skills.
Working With Families of Court-involved Youth
JUS 301 1 credit(s)
This class will focus on the skills necessary for students working with families of adjudicated youth. This class will offer a strength based approach to providing support and skills building for the family of adolescents and will highlight the characteristics of the family system, influences on behavior and the changing family. Students will learn to use an integrated, systemic approach to engage family groups characterized by the adolescent dynamic. The impact of economic stress, divorce, family conflict, abuse and neglect, and legal issues on the family system and adolescent behavior will be explored.
Adolescents and Anger Management
JUS 302 1 credit(s)
This course will focus on developmentally appropriate anger management and self regulation skills youth workers can model, communicate and teach to adolsecents. The class will provide students with a basic understanding of the emotion, anger, during the stage of human development known as adolescence. This class will explore root causes of anger and the negative impact it can have on healthy development and interpersonal relationships. Students will learn strategies to assist adolescents in their ability to control and express anger in a healthy pro-social manner.
Youth and Gangs
JUS 343 1 credit(s)
The emergence in the 1980's of youth gangs in the Boston area began a youth sub-culture that has taken root in geographically diverse urban communities. Students in this course will be introduced to gang culture, its origins and meaning. The reasons youth are attracted to gang life will be explored and delinquent behavior will be viewed within the context of gang expectation. Students will learn to identify gang colors, symbols and terminology and will gain insight into the personal experience of gang membership.
Adolescents and Addiction
PSY 351 1 credit(s)
Within the framework of adolescent development, students are introduced to cognitive, personality, behavioral, social/environmental and biological/genetic risk factors which may contribute to adolescent addiction. Stages of substance abuse progression are discussed, as well as screening, assessment, prevention, and treatment strategies. Recovery is presented as a developmental process.
Sexual Actvity as At-Risk Behavior
PSY 352 1 credit(s)
This class studies the developmental, familial, and societal influences on the sexual behavior of teens. It covers STD, HIV and AIDS, teen pregnancy and teen prostitution. Students learn to identify the risks and warning signs of “high risk” sexual behavior among adolescents; they gain the basic knowledge and skills to begin an intervention.
Suicide Assessment
PSY 353 1 credit(s)
This class covers developmental issues unique to adolescence, characteristics of youth who are at risk for suicide, and stressors including mental illness, family, and cultural issues. Students gain an elementary understanding of the dynamics present within a suicidal adolescent and the basic skills to provide safety and a complete suicide assessment. They are introduced to community referral, supports and prevention strategies.
Crisis Intervention
PSY 354 1 credit(s)
This course exposes students to the dynamics present in situations in which there is a risk of serious harm or death to self or others unless there is immediate intervention. Students examine crisis assessment and intervention techniques, with emphasis on techniques appropriate to adolescents.
Circles I
JUS 357 1 credit(s)
The circle process is an aboriginal and native way of being in relationship. Circles are used widely in these communities for resolving conflict and restoring community. In recent years the circle process has made inroads into communities and systems in the United States and Canada. Circles are being formed to help heal, support, connect, plan and problem solve within communities in ways that our traditional processes and methods of communicating have regularly excluded due to the nature of their structure. Whether circles happen at the kitchen table, or within classrooms and systems, the result is always a turning to one another that leaves us with a new understanding of what it means to be in a community. Its implications for what true democracy means and requires of us are powerful and great.
Bullying Behavior
JUS 358 1 credit(s)
Bullying behavior has recently been identified as a serious threat to the emotional, psychological and physical well-being of both victims and aggressors. This course defines bullying behaviors and examines the role of communities and educators in finding solutions and developing comprehensive plans that protect children.
Adolescent Females and Cutting
JUS 365 1 credit(s)
This course studies the dynamics of the adolescent female self-mutilator in today's society. Key areas of study are: (1) What is self-mutilation, (2) Who is the self-mutilator; diagnostic factors, (3) How the disorder develops and progresses, (4) Reactions of others, (5) Attachment patterns and family dynamics, and (6) Treatment resources. Course materials are based on: Cognitive-Behavioral Treatment of Borderline Personality Disorder (M. Linehan), Self-Mutilation: Theory, Research and Treatment (Walsh and Rosen), Cutting: Understanding and Overcoming Self-Mutilation (Levenkron). The class presents clear and comprehensive information on the causes and effective treatment resources for this behavior based on the most current and relevant information from noted experts in the field.
Internet Research Methods for Juvenile Justice
JUS 376 1 credit(s)
Use of the internet is of great value when exploring a field as timely and diverse as juvenile justice. As the field, especially in Massachusetts, takes on a more global perspective, research and practice in countries like the U.K., Australia, New Zealand, Canada, Belgium, etc. becomes increasingly important to the learner/practitioner in a college environment. This course will explore aspects of the internet - worldwide web, usernet, listserves, ftp, etc. with a particular focus on the global dimension of Juvenile Justice.
Legal Process for Reporting Suspected Child Abuse
JUS 377 1 credit(s)
This course will cover the Massachusetts child abuse and neglect reporting law and regulations implementing that law. Students will learn the elements of law pertaining to what legally constitutes abuse, the responsibilities of mandated reporters in reporting suspected child abuse and neglect, what happens once a report is filed, and the laws governing child protection services.
Family Mediation Techniques
PSY 409 1 credit(s)
Conflicts among family members are particularly stressful for adolescents. This course offers techniques for successful mediation of family disputes. Emphasis is placed upon introduction of strong communication skills for family members. The role of the mediator is presented as an unbiased facilitator in the family’s attempt to resolve conflict.
Program Models for Adjudicated Youth
JUS 425 1 credit(s)
This course explores the history and developing thinking in the design of programs for adjudicated youth. Current program models within a continuum of care are examined. Students are introduced to the basic issues and controversies in the juvenile justice field and program models utilizing social, medical, and behavioral approaches are compared and contrasted. Students develop needs assessments and service delivery plans.
Principles of Supervision
MAN 350 1 credit(s)
This course explores the use of supervision as a tool for professional development in human services professions. An action-reflection model maximizes the potential for personal and professional growth. Supervisors learn techniques for providing feedback that enhances supervisees’ skills, strengthens their ability to reflect on performance, and encourages goal-setting. Supervisees gain competence in the use of supervision as a method of documenting professional development and progress in accomplishing goals.
Juvenile Justice Electives
6
Credits

Choose two courses. Other electives may be substituted with approval of program chair.

Introduction to Social Justice
JUS 225 3 credit(s)
Social Justice, the state where conditions are met for all of creation to survive and flourish, is the bedrock which supports all other forms of justice. This course examines the understanding of Social Justice tradition that has developed over the last century. Principles of power, community, and responsibility will be examined in light of practical political and social problems - racism, sexism, hunger, poverty and environmental issues.
Girls and Delinquency
JUS 342 3 credit(s)
Historically, the Juvenile Justice field has developed progam services based upon the needs and behaviors of adolescent males. Within the past five years the need for more gender-specific program and treatment models has been recognized. This course presents a gendered view of the causative issues contributing to female adolescent offending and current program initatives developed to meet the treatment needs of girls.
Youth and the Law
JUS 356 3 credit(s)
This course examines current legislative and judicial systems and practices of dealing with youth who have not reached the age of majority. Issues pertaining to due process, deinstitutionalization and waiver to the adult system are explored. Benefits and liabilities of the Massachusetts juvenile courts are analyzed .
Forensic Psychology
PSY 328 3 credit(s)
This course is an introduction to the field of forensic psychology and examines how psychological theory and practice intersect with the law, the legal system and the field of criminal justice. It will offer a broad perspective of the field and will cover the role that psychology has played in an number of related areas including: theories of crime and criminal behavior, the nature of eyewitness tertimony, criminal investigation, the psychological evaluation and understanding of criminal suspets and jury selection.
Violence in American Society
JUS 415 3 credit(s)
In this course, students explore the roots of violence in this country. Students will identify risk factors for violence (e.g. interpersonal and intrapersonal violence, physical and psychological violence, social violence, war, terrorism). The risk and protective factors of violence from both current and literary examples will be discussed. They also examine existing, and construct new, strategies to prevent violence. Students explore a topic of personal interest in their final project.
Restorative Justice and Victim-Offender Reconciliation
JUS 435 3 credit(s)
An alternative to the retributive model of justice, Restorative justice offers a reconciliation model in which the victim, the offender, and the broader community can work toward a more personal and satisfying response to juvenile crime. The emergence and growth of several models such as balanced and restorative justice, VORP (Victim Offender Reconciliation Program), and circle conferencing are viewed within the context of adolescent offending. Attention is paid to issues of age, gender, and culture in various methods of conflict resolution.
Program Planning and Evaluation
BHS 378 3 credit(s)
Successful programs address client needs and deliver services utilizing an effective systems approach. Students discuss the issues programs face in establishing guidelines for short-term and long-term planning, recruiting and training staff, and in conducting ongoing evaluation of services. Students participate in a client/provider interview and create a program design. The course addresses systems theory, family relationships, governmental agencies and their relationship to community services, program planning, setting goals and objectives, conducting interviews and evaluations, applied critical thinking, assessment, professional writing, and grant writing. (formerly MAN424)
Human Services Internship I
BHS 470 3 credit(s)
Internship experience gives students opportunity to practice knowledge and skills gained in the classroom, and to become familiar with the structure and functioning of organizations and community agencies. Under agency supervision, students provide counseling, advocacy, research, information, referral, and similar services, and then document and reflect on their activities. The accompanying seminar includes students from varied placements, who give and receive feedback on case presentations and agency and organization issues. All internships sites must be approved in advance by the concentration director and close ties are maintained between the agency supervisor and the course instructor. Students wishing to use their place of employment as a site should contact the concentration director to start the approval process before signing up for this course. The parameters (number of hours, days, etc.) are negotiated between the site, the student, and the College; and a joint contract is signed. Site supervisors must be immediately available to students, and must provide weekly individual or small group supervision. Students should be at their field sites approximately 6-8 hours a week and participate in a 2-hour/week seminar. Satisfactory completion requires satisfactory work at the site and the College seminar. Internship II continues Internship I or covers a new or special internship situation; offered as a focused study.
Human Services Internship II
BHS 471 3 credit(s)
Internship experience gives students opportunity to practice knowledge and skills gained in the classroom, and to become familiar with the structure and functioning of organizations and community agencies. Under agency supervision, students provide counseling, advocacy, research, information, referral, and similar services, and then document and reflect on their activities. The accompanying seminar includes students from varied placements, who give and receive feedback on case presentations and agency and organization issues. All internships sites must be approved in advance by the concentration director and close ties are maintained between the agency supervisor and the course instructor. Students wishing to use their place of employment as a site should contact the concentration director to start the approval process before signing up for this course. The parameters (number of hours, days, etc.) are negotiated between the site, the student, and the College; and a joint contract is signed. Site supervisors must be immediately available to students, and must provide weekly individual or small group supervision. Students should be at their field sites approximately 6-8 hours a week and participate in a 2-hour/week seminar. Satisfactory completion requires satisfactory work at the site and the College seminar. Internship II continues Internship I or covers a new or special internship situation; offered as a focused study.
Psychology Internship I
PSY 470 3 credit(s)
Psychology Internships give students the opportunity to practice knowledge and skills gained in the classroom and to experience first­hand the practical applications of how psychology and psychological skills are practiced professionally in a wide variety of settings. All Internship sites and student’s activities must be approved in advance by the program director and close ties are maintained between the on-site agency supervisor and the course instructor.
Psychology Internship II
PSY 471 3 credit(s)
Psychology Internships give students the opportunity to practice knowledge and skills gained in the classroom and to experience first­hand the practical applications of how psychology and psychological skills are practiced professionally in a wide variety of settings. All Internship sites and student’s activities must be approved in advance by the program director and close ties are maintained between the on-site agency supervisor and the course instructor.

Core Faculty

Senior Instructor

Pages

Admissions

  • Admission Test:

    Passing grade on TOEFL (English language proficiency test) is required for international students.

  • Admissions Office:
    1-800-829-4723
  • Application:
  • Application Fee:
    $50, nonrefundable ($100 for international students)

General Requirements

Official Transcript: High school or GED
One Completed Recommendation Form
Personal Statement

Learn more about General Requirements 

State Requirements

College students are required to comply with state laws regarding individual health insurance and immunization. Compliance requirements currently exist for students in Massachusetts, Virginia and Tennessee. Learn more

International Students – Additional Requirements

International Students will need to complete supplemental documentation when applying. International transcripts must also be translated prior to submission in order to be evaluated for applicability. Learn more about international student requirements.

Transfer Credit Request Form

Only needed if you wish to have prior course work evaluated for transfer credit. Learn more about transferring credits.

Tuition

  • Credits:
    120
  • Cost per credit hour:
    $378
  • Application Fee:
    $50, nonrefundable ($100 for international students)
  • Graduation Fee:
    $110 (charged in last term)
  • Health Insurance Fee:
    $1,497 (Required for Massachusetts students only. See waiver details on Tuition & Fees page.)

Note: Rates are as of September 2013, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Getting Your Company to Help

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