then in that the training will help you get a better job or position than those without the education.

It does not necessarily guarantee a better entry job, however, the better the informal education , the higher you may go within a particular field.

Of great importance today is job-related education. Teens that do not know how to properly apply for positions, fill out job applications, and conduct themselves properly during a job interview can still lose positions to others less qualified. A job-related education can be a great deterrent to juvenile crime, as the old saying goes, "idle hands...". It is extremely important that job-related education programs be provided in school settings or in special programs provided to juvenile offenders. Teen Court programs that make use of a job-related education program will find that the teenagers in question will have a better opportunity to turn their lives around.

Teen Education, Jobs, and Crime, (October 72) Weaver, R. D. Teen Crime Reports 10, 1

Teenagers that cause problems in schools for other students are numbered in small quantities. It's true that at times one or two students can influence entire classes to misbehave or carry out actions that border on being troublesome. It is equally true, however, that the entire class can also influence the two with their actions.

Many teachers often punish entire classes due to the negative actions of 1 or 2 students. Sometimes an entire class learns a lesson that they should not be punished when a cowardly student allows all students to receive punishment for his actions. This lesson is seldom dealt with by male students until later in life when they again become a part of a larger group again. For example, trouble makers in the army may find themselves "slipping on soap" in community showers and receiving multiple bruises. Entire classes should not be punished for the offense of one or two individuals. It can serve as a lesson, if not too severe, that individuals not willing to correct a problem become part of a problem. Certainly there is room to know that "snitching" on someone for a very unimportant action is a great deal different than informing on someone that does a more serious crime such as stealing.

When a teacher knows or suspects a perpetrator of a particular misdeed, the teacher can use the teen court concept in dealing with the student offender. The teacher can establish some guidelines but basically allow the class to handle the problem in a court room fashion. Consequently, there are usually less problems from all students as they recognize that they represent a society within themselves and must abide with certain rules and regulations. This has been the outcome during the past two years in several schools.

Teen Courts in Classroom Settings (November 1972) Weaver, R,. D. Teen Crime Reports 11,1

Teenagers attain more poise and confidence when they feel that they have enough ability to belong and be part of something worthwhile. They need to belong to families that want, need, and love them. They need to belong to clubs and other groups both in and out of school that will provide them with positive leadership roles.

Belonging to such recognized groups as sports teams, speech and drama clubs, as well as many other clubs in and out of school provides teenagers will a sense of pride and a sense of belonging and acceptance. Unfortunately, many teenagers lack self-confidence and self-worth. This sometimes results in them joining other "losers" or "loners" in what many recognize as gangs. Gang members will often do as a group what they wouldn't do as individuals. As individuals they don't do things for several reasons. They may realize it's against the law to do acts. They may also not carry out activities because they realize the activities are immoral or unethical or simply not accepted in society as correct. They also will not do certain activities out of fear.

Anyone that takes a moment to study the situation, will find that the pressure to do a negative act, such as smoking or drinking, is usually done by losers and loners. These loners would also do the acts alone to get attention. Most "good" teenagers will usually influence others to do what is socially correct in society for all age groups.

There is a need for youth leadership programs both in and out of schools. Teen Court programs that deal with juvenile crime can be more beneficial than court systems that have a real inability to deal with youths. Teen Court programs can assist and direct youth volunteers into becoming better role models of society. At the same time, these same models play an important role in guiding offenders way from a life of crime. People constantly say teens pressure others to do wrong, but they are more likely to influence others to do what is right.

Teens Need Acceptance and Role Models (December 1972) Weaver , R. D. Teen Crime Report 12, 1

Teenagers commit violence and vandalism more frequently when they view teachers as authoritarian and having a low regard for the students. More so, when the parents are similar in attitudes. The greater the interaction between teacher and student on an even level, the greater the opportunity for student growth and decision-making ability. To encourage growth teachers need to have a high unconditional level of regard for their students. They must accept students as being worthy learners and leaders of tomorrow without regard to cultural, economic, sexual, racial, or religious status.

Teachers must have the quality of empathy without the expressions reflected of sympathy and pity. Students want to be understood, but not felt sorry for or pitied.

Teachers must also show consistency in their actions. They cannot teach one thing while doing another. They cannot treat one type of student with greater enthusiasm than another based on the previously mentioned regarded characteristics.

Programs such as teen courts that have law-related and job-related education programs go along way in dealing with students who have been students of teachers lacking the above characteristics.

Teen Violence in Schools (January 1973) Weaver, R. D. Teen Crime Reports 1, 1

Teenagers that get in trouble in school have a number of characteristics in common. They may feel that their teachers ignore them. They may feel that certain classes are either uninteresting or boring (which often times can be the teacher's fault). They may feel that the teachers favor certain students and do not grade or treat all students fairly. They may feel that the teachers are to domineering and trying to teach through fear and embarrassment, instead of respect and caring.

Some feel that the teachers are too lazy and have "pets" students that do chores for the teachers including snitching on other students, thereby placing mistrust on the group as a whole.

Similarly, the regular court system deals with teenagers in much the same way. It has often been said that the poor, the uneducated, and the minority races fill the prisons. Does this mean that the rich, educated white race seldom commits a crime. Or does it mean that they seldom get caught or when they do get caught the system is more lenient on them . Or simply that money talks and lawyers listen in efforts to dismiss alleged violations.

No matter, for juveniles, a properly operated teen court that emphasizes equality in its educational programs can be the answer that leads them to a path away from crime which regular court programs have often failed to do.

Teen Trouble Makers with Common Characteristics (February 1973) Weaver, R. D. Teen Crime Reports 2, 1

Teenagers and adult court systems seem to operate like oil and water. They don't really mix or do well together. You can pour oil and water into a bowl and join them together with a high speed blender or mixer, cut eventually they will fail to remain together and separate.

Juvenile offenders treated by the court system usually fail to mix positively into the stream of society, except for a short period. Juvenile offenders, like oil, slip through the cracks of justice without sufficient direction to the path of non criminal activities.

The court system, like water, either evaporates in its influence on minors or becomes rusty in its procedures.

Teen courts are needed to "grease" the old court system with "peer" justice. Teen courts can and do succeed where regular courts operated by adults have become rustic in practical operation.

Teen Oil Vs Watered Court Systems (March 1973) Weaver, R. D. Teen Crime Reports 3, 1)

Teenagers have a success rate in school that is affected by factors which parents can control. Children do not function at their optimum if they are overweight as they may be sluggish physically and mentally The diet or lack of it is usually controlled by their parents. Working parents, for example, that are tired at the end of a long hard day may find it easier to eat out or bring fast food in. Consequently, children's diets have more fat and carbohydrates such as sugar. A 12 oz soda can have the equivalent of about four spoons of sugar in it.

Sleepy or tired children do not perform or learn to the degree that they are capable of. This can also be attributed to parents allowing the children to click on button to continue