SCHOOL; ARTS AND SOCIAL SCIENCES

COURSE; CRIMINOLOGY WITH IT

UNIT; JUVENILE DELINQUECY
NAME; BEATRICE OGADA ABIL
ADMISSION NO.; ACR/04026/023
UNIT CODE; ACS102

1.DISCUSS EVIDENCE BASED METHODS IN JUVENILE OFFENDER REHABILITATION

These are some of the evidence based methods that have been found to be effective in juvenile
offender rehabilitation. The choice and implementation of these approaches should be tailored to the
individual needs and circumstances of each juvenile offender to maximise the chances of successful
rehabilitation and reintegration into the community.

A] Cognitive-Behavioural Therapy[CBT]-CBT helps juvenile offenders identify and change negative

thought patterns and behaviours that contribute to their delinquent actions. It focuses on teaching
problem solving skills, anger management and impulse control. Studies have shown that CBT-based
programmes can significantly reduce recidivism rates among juvenile offenders.

B] Multisystem Therapy[MST]-MST is a family based intervention that addresses the multiple factors
[individual, family, peer, school and community] that contributes to juvenile delinquent behaviour. It
involves working with the juvenile, their family and other key individuals in the juvenile’s life to develop
and implement a comprehensive treatment plan. Research has demonstrated that MST can effectively
reduce recidivism and improve overall functioning in juvenile offenders.

C] Restorative Justice Approaches; Restorative justice focuses on repairing the harm caused by the
offender’s actions and promoting accountability, rather than solely punishing the offender. This
approach may involve victim-offender dialogues, community’s service and other activities that allow the
juveniles to take responsibility of their actions and make amends. Studies have shown that restorative
justice programs can lead to reduced recidivism and increased victim satisfaction compared to
traditional juvenile justice approaches.

D]Vocational and Educational Programs; They provide juvenile offenders with access to educational and
vocational training opportunities that can help them develop skills, increase their employability and
reduce the likelihood of future criminal behaviour. These programs may include job training, GED
preparation and career counselling. Research has indicated that participation in such programs can
positively impact juvenile offenders’ academic and employment outcomes, as well as reduce recidivism.

E] Trauma-Informed Care; Many juvenile offenders have experienced trauma such as, abuse, neglect or
exposure to violence. Trauma-Informed care approaches recognize the impact of trauma and aim to
create safe, supportive environment that promotes healing and recovery. This may involve individual or
SCHOOL; ARTS AND SOCIAL SCIENCES
COURSE; CRIMINOLOGY WITH IT
UNIT; JUVENILE DELINQUECY
NAME; BEATRICE OGADA ABIL
ADMISSION NO.; ACR/04026/023
UNIT CODE; ACS102

group therapy, as well as addressing the underlying trauma that may have contributed to the juvenile’s
delinquent behaviour. Studies have shown that trauma-informed interventions can lead to improved
mental health outcomes and reduced recidivism among juvenile offenders.

2. DISCUSS THE HISTORY OF BORSTAL ISTITUTIONS IN KENYA

Borstal institutions in Kenya have a complex history that is intertwined with the country’s colonial past
and the evolution of its criminal justice system.
The concept of borstal institutions was introduced to Kenya during the British colonial rule in the early
20th century. The first borstal institution in Kenya was established in 1948 in Shimo La Tewa, near
Mombasa, to house and rehabilitate juvenile offenders. The borstal system was modelled after the
British borstal system, which aimed to provide vocational training and character building programs for
young offenders, rather than traditional incarceration. After Kenya gained independence in 1963, the
borstal system continued to operate, though with some modifications to align with the new government
policies. The borstal institution act of 1963 was enacted to provide a legal framework for the operation
of the borstal institutions in the country. During this period, additional borstal institutions were
established in various parts of Kenya, such as, Shikusa borstal institution in western Kenya and Kabete
borstal institution in Nairobi. Borstal systems in Kenya are facing various challenges such as
overcrowding, inadequate funding and concerns about the effectiveness of the rehabilitation programs.
In the 1990s and 2000s there were efforts to reform the borstal system, with focus on improving the
living conditions, educational and vocational training opportunities and overall rehabilitation programs
for the inmates. The Kenyan government has also explored alternative approaches, such as the
establishment of juvenile rehabilitation centres and the implementation of community based
rehabilitation programs. Today there are several borstal institutions operating in Kenya, though the
system continues to face challenge, in terms of resources, infrastructure and in the overall rehabilitation
programs. The Kenyan government, in collaboration with civil society organizations, has been working to
address these challenges and improve the borstal system to better serve the needs of juvenile offenders
and promote their successful reintegration into society.

3. Discuss any 3 theories of juvenile delinquency

A] Strain theory; it was developed by Robert Merton and it posits that individuals are unable to achieve
socially acceptable goals through legitimate means, they may resort to delinquency behaviour as a way
to cope with the resulting strain or frustration. This theory suggests that young people who face barriers
SCHOOL; ARTS AND SOCIAL SCIENCES
COURSE; CRIMINOLOGY WITH IT
UNIT; JUVENILE DELINQUECY
NAME; BEATRICE OGADA ABIL
ADMISSION NO.; ACR/04026/023
UNIT CODE; ACS102

achieving success, such as poverty, lack of educational opportunities or limited job prospects may turn
to criminal activities as a way to attain their desired goals and status. The strain experienced by these
individuals can lead them to adopt deviant coping mechanism, including juvenile delinquency as a
means of addressing the discrepancy between their aspirations and their ability to conventional means.

B] Social Learning Theory; it was developed by Albert Bandura and it emphasizes the role of social
influence and modelling in the development of juvenile delinquency. This theory suggests that young
people learn delinquent behaviours through observing and imitating the behaviours of others
particularly those within their immediate social environment, such as family members, peers or media
influences. If young people are exposed to and reinforced for delinquent behaviours, they are more
likely to adopt and engage in similar actions themselves. Conversely, if they are exposed to and
reinforced for prosocial behaviours, they are more likely to develop positive behaviours. The theory also
highlights the importance of cognitive processes such as the individual’s perceptions, beliefs and
decision making in shaping their delinquent behaviour.

C] Social Disorganization Theory; this theory suggests that breakdown of social institutions such as
family schools and community can lead to development of juvenile delinquency. When these social
institutions fail to provide adequate guidance, supervision and support for young people, they may turn
to delinquent behaviour as a way to cope with the lack of social control and structure. Factors like
poverty, high crime rates and the absence of positive role models in the community can contribute to
social disorganization and the emergency of juvenile delinquency.