Research Proposal You are not expected to conduct the proposed research, but instead present an outline of a possible research plan in a PowerPoint presentation.  (Refer to Chapter 2 Figure 2.1 and Chapter 2 Appendix 2.1 for help and examples of what to include in a research proposal.) Create a 30-slide presentation containing the information outlined below. When you are creating the slides, keep the wording on each slide to a minimum. If you want to explain more, go to “click notes” below the slide and place your added information there, just be sure that you send your slides so that I can see the added information below the slide. Six lines is usually a maximum per slide for an attractive presentation. Keep that as an approximate rule when making your presentation. Your presentation is expected to be creative and specific to your topic. Creativity will count 1 point. Be sure to include in your proposal these elements: 1. Title (11 points) a. Your title should be specific to proposed study. b. Do not make your title cute or leading as you would for an essay. 2. Purpose of the Study: (11 points) a. Explain the reason for doing the research b. Which of the research studies that you read are most related to your topic and has encourage the proposal? You list only one 3. Research Questions, Hypotheses, Variables and/or Case Delineation as needed: (11 points) a. List research questions or hypotheses. b. If your research proposal is quantitative then list the variables that you will consider. c. If the proposal is for qualitative, then describe the case features. 4. Literature Search (11 points) a. List search engines and indexes that you will use to find significant scholarly publications. Although your text refers to using Wikipedia, that resource should not be one of sources listed. b. List keywords that will help you in your search c. Give 3 of the topical references, using an abbreviated abstract for each. These will be best done on separate slides and should support the need for doing this research study. Although your text refers to using Wikipedia and encyclopedias, those resources should not be sources listed. 5. Research Design(11 points) a. Is your study to be quantitative of qualitative? b. Be specific. For example, is it causal-comparative or descriptive, etc.? Is it a case study or a narrative? 6. Sampling(11 points) a. Describe the population, or the describe that which you plan to study. b. Give the size of the sampling (approximate) c. Give the chosen procedure for the sampling and any other information about your sample. 7. Method of Data Collection(11 points) a. Indicate if you will use a survey, a test, and interview, etc. to collect your data. b. If your study is qualitative, tell what your focus will be, etic or emic or both and how you plan to collect the data. You may omit Data Analysis Procedures. 8. Rights of the participants: (11 points) a. What steps will you take in or to protect your participant’s p ...

1. Research Proposal
You are not expected to conduct the proposed research, but
instead present an outline of a possible research plan in a
PowerPoint presentation. (Refer to Chapter 2 Figure 2.1 and
Chapter 2 Appendix 2.1 for help and examples of what to
include in a research proposal.) Create a 30-slide presentation
containing the information outlined below. When you are
creating the slides, keep the wording on each slide to a
minimum. If you want to explain more, go to “click notes”
below the slide and place your added information there, just be
sure that you send your slides so that I can see the added
information below the slide.
Six lines is usually a maximum per slide for an attractive
presentation. Keep that as an approximate rule when making
your presentation. Your presentation is expected to be creative
and specific to your topic. Creativity will count 1 point.
Be sure to include in your proposal these elements:
1. Title (11 points)
a. Your title should be specific to proposed study.
b. Do not make your title cute or leading as you would for an
essay.
2. Purpose of the Study: (11 points)
a. Explain the reason for doing the research
b. Which of the research studies that you read are most related
to your topic and has encourage the proposal? You list only one
3. Research Questions, Hypotheses, Variables and/or Case
Delineation as needed: (11 points)
a. List research questions or hypotheses.
b. If your research proposal is quantitative then list the
variables that you will consider.
c. If the proposal is for qualitative, then describe the case
features.
4. Literature Search (11 points)
a. List search engines and indexes that you will use to find

2. significant scholarly publications. Although your text refers to
using Wikipedia, that resource should not be one of sources
listed.
b. List keywords that will help you in your search
c. Give 3 of the topical references, using an abbreviated abstract
for each. These will be best done on separate slides and should
support the need for doing this research study. Although your
text refers to using Wikipedia and encyclopedias, those
resources should not be sources listed.
5. Research Design(11 points)
a. Is your study to be quantitative of qualitative?
b. Be specific. For example, is it causal-comparative or
descriptive, etc.? Is it a case study or a narrative?
6. Sampling(11 points)
a. Describe the population, or the describe that which you plan
to study.
b. Give the size of the sampling (approximate)
c. Give the chosen procedure for the sampling and any other
information about your sample.
7. Method of Data Collection(11 points)
a. Indicate if you will use a survey, a test, and interview, etc. to
collect your data.
b. If your study is qualitative, tell what your focus will be, etic
or emic or both and how you plan to collect the data.
You may omit Data Analysis Procedures.
8. Rights of the participants: (11 points)
a. What steps will you take in or to protect your participant’s
privacy and rights? For example if children are involved, you
must obtain signed permissions for the children to participate.
b. If the research will be done in a school, you must obtain
permission from the school to conduct the research.
9. Create a possible timeline for the research. (11 points)
Running head: ARTICLE REVIEW
1

3. ARTICLE REVIEW
3
Article Review
Jungmeen, K., Hetherinton, E., Reiss., D. (1999). Associations
among family relationships,
Antisocial peers, and adolescents externalizing behaviors:
Gender and family type
Differences. Child development, 70(5), pg. 1209-1230.
Retrieved from
http://www.academicroom.com/article/associations-among-
family-relationships-antisocial-peers-and-adolescents-
externalizing-behaviors-gender-and-family-type-
The research is focused on assessing the parent, sibling and peer
group relations with deviant behavior. The purpose of the study
is to determine the influence that the family structure, the
gender and the age of the people that a child interacts with
affect their behavior development. The study aims at finding the
solutions to improving and shaping the behavior development in
child development.
The researcher used the case study research approach in his
study, the contemporary phenomenon of deviant behavior in
juveniles is investigated in depth in a real-life context. A total
of 654 participants; 313 females and 341 male’s adolescents,
cross-sectional analysis were used in gathering sufficient data
to support the research hypothesis. Qualitative data was
collected in the study through interviewing that were aimed at

4. finding solutions for the research problem.
In study analysis, there is a clear correlation between peers and
the family while there is a difference between the externalizing
behaviors that adolescents acquire is dependent on the family
type and the juvenile’s gender. The researcher was satisfied
with the study results and findings as he was able to achieve his
research objectives and the study proved the relationship that
lies between sibling relationship, parenting, peer groups and the
minor’s deviant behavior.
The study succeeded in showing; a minor’s gender and the
family type one is raised in has a great impact on the
adolescent’s behavior thus there is need for parents to consider
this during child development. The study failed to show the
manner that society impacts the behavioral development in
juveniles while still considering other factors such as peer
groups, family type and minor’s gender. The study findings are
essential to children departments, parents and juvenile facilities
in adding tips on good children upbringing.
Running head: LITERATURE REVIEW 1
LITERATURE REVIEW 3
Literature Review
February 5, 2017

5. Introduction
The case of many youths involving themselves with many
negative activities that lead them to commit crimes has been
associated with the background of their childhood. For many
years, there have been researches conducted, and the main aim
for doing so was to look into ways of dealing with juvenile
crimes. After an intensive and comprehensive research from
many researchers, it was found out that the way a child is
brought up is related to how he or she addresses issues and
interacts with others. Putting a child away from trouble is
possible, but it cannot be fruitful if the parents that the child
lives with are his or her motivation towards being problematic.
Any given family has the responsibility of bringing up a child
who will later be a prominent member of the society. Therefore,
the way a family brings up its children or the way a family is
structured affects the behaviors of the child.
Juvenile Delinquency and Family Structure
Many theories can be presented and shared among people
interested in the issue of juvenile delinquency. However, there
is one fact that people cannot run away from and that is the
effects that family structures have on children. Researches have
been done to make sure that the main reason why some children
are involved in criminal activities and most of the results come
back to the family structure. Most of the youths start getting
into trouble with the law at the age of sixteen. However, the
rate at which girls involve themselves in criminal activities is
different from that of the boys (Goode, 2008). Research done by
Buchannan states that most of the children who end up in
juvenile correctional facilities come from broken families.
However, that does not mean that a hundred percent of juvenile

6. offenders come from broken families. It means that children
from intact families are not at a higher risk to end up in juvenile
correctional facilities compared to children from broken
families.
Different theories have been used to try and explain why youths
engage themselves in criminal activities. One of the theories is
self-control. Self-control is defined as the ability for want to
govern his or her behaviors in any given circumstance. The
theory tries to relate self-control with broken families and
crime. Self-control can be instilled or taught. At the same time,
it can be acquired. A person who is from a family that has a
moderate way of handling issues is likely to learn from other
family members. The case is not different from a person who
comes from a family that handles issues roughly. In most cases,
children absorb the behaviors of their parents or guardians
subconsciously. The theory argues that a child who comes from
a family that does not value self-control is likely not to have
control of his or her life and that means that he or she can get
into trouble at any given time.
Arrests of youths are still increasing, and that raises the alarm.
It is the responsibility of any given parent to take full
responsibility for the children. The law is looking into ways
that the parents can also be involved in the fight against
juvenile crimes. However, the law does not plan to do so
without exerting some pressure on the parents so that they can
rise and assume their roles of instilling good morals in their
children. By so doing, the parents will step up and try to curb
the problem.
Jungmeen and other researchers conducted research looking for
some of the reasons that motivate a juvenile offender towards
being a criminal (Jungmeen et al. 1999). The findings were
pointing out at the family structure. It is believed that children
who are raised by parents who are negative and do not motivate
them towards being better persons in life are likely to end up in
conflict with the law. At the same time, siblings play a crucial
role in molding the behaviors of a person. Some siblings are

7. used to negativity and cannot encourage their siblings in any
way. When it get to such a point, a child sees no need of being a
good member of the society and ends up engaging him or
herself in acts that are against the law. Peer plays a crucial role
as well. When a youth encourages the company of youths who
are not law abiding citizens, he or she might end up being the
same.
Some of the times juvenile crimes are tried in adults' courts.
The reason for doing so is because the crimes committed are
severe and if a punishment of a juvenile offender were given to
the offender, it would be using a wrong strategy to deal with the
problem. Crimes that threaten the lives of others or the security
of the nation should not be tried in juvenile courts. Such is to
make sure that the offender is not released back to the
community before he or she is reformed. Research shows that
poor performance also contributes to making a person a juvenile
offender (Prochow & DeFronzo, 1997).
Poor school performance leads to a social problem, and that
makes it difficult for one to put up with every person. Such can
be motivated by poor upbringing or lack of enough resources to
educate the child. Another reason might be low economic status.
Low economic status has an effect on a child from two different
perspectives. It can affect the ability of a parent to afford a
school that provides a high quality of education, and it can
affect the life of a family which in turn affects the child. Some
children admire a better life, and they go to the extent of
stealing so as to make enough to live a better life.
Conclusion
It is difficult to assume the role of a family in bringing up a
child. Parents are obligated to making sure that their children
are brought up in the richness of good morals and behaviors. A
broken family is not capable of bringing up a reliable member
of the society; though there are exceptional cases. The issue of
juvenile delinquency cannot be alienated from family structure.
A family which is firm is likely to bring up children who uphold
the rule of law.

8. References
Jungmeen, K., Hetherinton, E., Reiss., D. (1999). Associations
among family relationships,
Antisocial peers, and adolescents externalizing behaviors:
Gender and family type Differences. Child development,
70(5), pg. 1209-1230. Retrieved from
http://www.academicroom.com/article/associations-among-
family-relationships antisocial-peers-and-adolescents-
externalizing-behaviors-gender-and-family-type-
Kupchick, A. (2006). Judging juveniles: Prosecuting
Adolescents in adult and juvenile courts. New York.
Goode, E. (2008). Out of Control: Assessing the general theory
of crime. Stanford: University Press.
Flouri, E., Buchannan, A. (2002). Father involvement in
childhood and trouble with the police in Adolescence. Journal
of interpersonal violence. 17:689-694. Retrieved from
http://journals.sagepub.com/doi/pdf/10.1177/08862605020
17006006
Hughes, L., Short, J. (2008). Juvenile Delinquency and
Delinquents the Nexus of social change. Pearson/Prentice Hall.
Prochnow, F., DeFronzo, J. (1997). The impact of economic and
parental characteristic on
Juvenile Misconduct. Journal of emotional & Behavioral

9. disorders. 5:119-128. Retrieved
From
http://journals.sagepub.com/doi/pdf/10.1177/1063426697005002
06
Marjo-Ritta, J., Laara, E., Rantakallio, P., Moilanen, I.,
Isohanni, M. (1994). Juvenile Delinquency, education, and
mental disability. Exceptional Children, 61(3), pg. 230. Sage
Publication, Inc. Retrieved from http://ezproxy.usw.edu:8111/
Simons, R., Lin, K., Gordon, L., Conger, R., and Lorenz, F.
(1999). Explaining the higher Incidence of adjustment
problems among children of divorce compared with those in
two parent families. Journal of marriage and family, 61(4), pg.
1020-1033. National council on family relations. Retrieved
from http://www.jstor.org/stable/354021