Should Parents Be Responsible For Children’s Crimes? University Essay Example

Do you think parents should be held responsible for children’s crimes? Who should be punished when a child causes trouble at school or in public? Find out in this essay!


There is no doubt that some children engage in criminal activities, perhaps thinking that they are invincible. Some of the crimes undertaken by children encompass drug use, bullying, vandalism, and other forms of juvenile delinquency. However, a few children participate in major criminal activities such as rape or homicide (Mackler et al. 388-392). 

The question of “Should parents be held responsible for their children’s crimes?” is divisive. Some people argue that parents should be held responsible for the crimes of their children, while others affirm that they should not be liable. Since parenting is crucial to molding the behavior of children, it is necessary that parents be educated on proper ways of raising their children.

Reasons Why Parents Should Be Held Responsible for Their Children’s Crimes

Parents hold much accountability in the course of rearing their children. Parents should teach children what is right and wrong and the best means of behaving to ensure that they become responsible people within society instead of juvenile delinquents. In this aspect, parents are responsible for inculcating values into their children as they grow (Pastorelli et al. 824-827). It helps children always make proper decisions in their daily lives. On this note, parents should be held responsible for the crimes of their children. Holding parents responsible does not insinuate that the children are blameless for their criminal activities. The two concepts are not mutually exclusive, meaning they both should be held accountable.

Since parents ought to be aware of and control the actions of their children, they should accept the responsibility of bearing the consequences of their involvement in crimes. On this note, parents should take it as their failure when children develop destructive behaviors since this will enable them to tackle the problem effectively (Mackler et al. 389-391). The fear of taking responsibility for their children’s involvement in crime will make parents punish them each time they err, as the failure to do so is what makes their behavior crooked and leads to their committing felony.

Reasons Why Parents Should Not Be Held Responsible for Their Children’s Crimes

Some people are convinced that parents should not be held responsible for the crimes of their children. The reason is that children have a choice to behave in the way they deem fit, and holding them responsible for their criminal behavior instills good morals in them. Holding parents responsible for the crimes of their children is a means of shifting the blame, which does not seek to address the problem (Mackler et al. 390-397). This makes it much easier for children to engage in misdemeanors as they know their parents will take the blame and not themselves.

Parents should not be held responsible for the crimes of their children. The engagement in crime by children does not always signify that their parents failed to inculcate good morals in them. Some children could have been raised well but were attributable to negative peer pressure, choosing a different route, and misbehaving (Pastorelli et al. 826-830). Although parents are supposed to supervise and correct their children, they are not to blame for every one of their actions. Rebellious children will engage in evil behavior irrespective of being punished or taught good morals by their parents.


Some of the criminal behaviors undertaken by children include substance abuse, bullying, and vandalism. Since parenting is vital to shaping children’s behavior, parents need to be educated on suitable ways of raising their children. Parents should not be held responsible for the crimes of their children as other factors, such as negative peer influence, play a critical role.

Works Cited

Mackler, Jennifer S., et al. “Parenting Stress, Parental Reactions, and Externalizing Behavior from Ages 4 to 10.” Journal of Marriage and Family, vol. 77, no. 2, 2015, pp. 388-406.

Pastorelli, Concetta, et al. “Positive Parenting and Children’s Prosocial Behavior in Eight Countries.” Journal of Child Psychology and Psychiatry, vol. 57, no. 7, 2016, pp. 824-834.

Essay Voice-over

Nursing Delegation And Management Of Patient Care: The Teaching Plan

Patient Education

Instructional goals

  • To raise patients’ awareness of the compliance with prescribed treatment for patients with myocardial infarction;
  • To raise patients’ awareness of the benefits of healthy lifestyles.

Behavioral Objectives

Bloom’s taxonomy includes six levels: remembering, understanding, applying, analyzing, evaluating, and creating (Bastable, 2017).

  • Remembering: Patients will be able to enumerate the most common types of medications to be used.
  • Understanding: Patients will be able to describe some symptoms of deteriorating health and ways to react.
  • Analyzing: Patients will be able to classify the most harmful and beneficial health behaviors.
  • Evaluating: Patients will be able to compare their lifestyles.
  • Creating: Patients will be able to create plans for their post-discharge healthy behaviors.

Lesson Content

The program will include several sessions that will be held throughout patients’ hospital stay. Each lesson will last for one hour and will include the following elements: short lecture, discussions, group work, and evaluation (see Table 1). Patients will receive leaflets containing summaries of the lesson. They will also complete brief surveys concerning the content of the lesson at the end of each training session.

Table 1. Lesson Content.

Sequence Activity Resources and Technology Instructional Methods Activity Duration
1 The teacher provides major data on common medications, treatment strategies, risk factors, symptoms of health deterioration, and healthy lifestyles. PowerPoint presentation, leaflets with major points Lecture 7-10 minutes
2 Patients discuss the importance of complying with the prescribed treatment plan. Prompts in handouts (or whiteboard) Group work, Discussion 10-13 minutes
3 In groups, patients classify behaviors in terms of their harms and benefits. A list of different behaviors in handouts (or whiteboard) Group work 10-15 minutes
4 The trainer demonstrates a set of exercises and shows a training video. Patients repeat the exercises. Video Demonstration, practice 10 minutes
5 Patients describe their behaviors before their admission to the hospital without putting their names. These descriptions are mixed and distributed among patients who try to guess their counterparts behind the behaviors. They also give their recommendations. Separate sheets of paper. Individual and group work 15 minutes
6 Patients will complete short quizzes addressing the major points of the session. Short quizzes. Individual work 5-10 minutes
7 Patients will complete a questionnaire sharing their views on the session and its effectiveness. Questionnaire Individual work 5 minutes

Learning Evaluation

The quizzes completed by the patients are checked and discussed during the following session.

Staff Development

Nurses will be involved in the provision of training for patients. Staples (2015) states that nursing professionals are involved in patient training in many ways ranging from giving certain recommendations or telling life stories to run training sessions. It is noteworthy that nursing practitioners can provide training to patients and their caregivers, which can facilitate patients’ recovery process and improve their health outcomes.

Instructional goals

  • To help nurses revise major information given to patients with myocardial infarction that can help them during the post-discharge period;
  • To raise nurses’ awareness of effective training strategies and Bloom’s taxonomy.

Behavioral Objectives

  • Remembering: Nurses will be able to list the most common symptoms that can develop in patients with myocardial infarction during the first weeks after discharge. Nurses will be able to name the six levels described by Bloom.
  • Understanding: Nurses will be able to describe Bloom’s levels of knowledge. Nurses will be able to describe some training strategies.
  • Applying: Nurses will be able to choose the most effective training strategies to achieve training objectives.
  • Creating: Nurses will be able to modify training strategies and lesson plans to adjust them to the needs of their patients.

Lesson Content

Training sessions for nurses will be rather short (one hour) due to the scarcity of time (see Table 2). The sessions will be held once a week. Nurses will be provided with specific plans they can use and modify if necessary. However, they will still be trained to use the training strategies mentioned in the lesson plans. Nurses will be encouraged to create their own lesson plans and discuss them during training sessions.

Table 2. Lesson Content.

Sequence Activity Resources and Technology Instructional Methods Activity Duration
1 A brief revision of symptoms, risk factors, medications, treatment. PowerPoint presentation Lecture 5 minutes
2 Discussion of most recent data on the matter. Nurses share their experiences regarding the provision of care to patients with myocardial infarction. Prompts on the whiteboard Group work 10 minutes
3 The trainer presents a set of exercises to be trained with patients. Nurses practice doing these exercises. The focus is on training techniques and addressing difficulties patients may face. Video Group work, demonstration 10-15 minutes
4 The trainer provides information concerning some training strategies and ways to use them. Leaflets Lecture 10 minutes
5 Nurses receive mini-tasks and simulations. Nurses practice using training strategies in different situations. Pieces of paper with a case and alternatives to address cases Group work 10 minutes
6 Nurses do mini-tests. Sheets of paper Evaluation 5 minutes
7 Nurses ask questions and discuss areas of most concern. Group work 5-10 minutes

Learning Evaluation

Nurses will complete brief tests and quizzes based on the material discussed during training sessions. Based on the assessment, the instructor will include some topics in the following sessions so that nurses could grasp all the necessary material. Nurses should be encouraged to share their ideas on the contents of the training program or each training session (Sassen, 2017). This can be done in the form of brief reports or memos.

Family Education

Apart from patients and medical staff, patients’ close ones are also involved in their self-care (see Table 3). The family can help the patient comply with the prescribed treatment plan. Importantly, family members also help cope with various psychological issues patients have to face (Motacki & Burke, 2013). The training sessions held for patients’ caregivers will be short (45 minutes). Family members may consider attending lessons given to patients.

Instructional goals

  • To raise caregivers’ awareness of major symptoms, risk factors associated with their close ones’ conditions;
  • To raise family members’ awareness of psychological issues patients with myocardial infarction can face and ways to address them;
  • To raise caregivers’ awareness of common treatment plans and appropriate lifestyles for patients with myocardial infarction.

Behavioral Objectives

  • Remembering: Caregivers will be able to list major symptoms, risk factors, prescribed medication, and treatment plan.
  • Understanding: Caregivers will be able to describe the lifestyles appropriate for patients with myocardial infarction.
  • Applying: Caregivers will be able to choose effective communication strategies when addressing patients’ emotional issues.

Lesson Content

Table 3. Lesson Content.

Sequence Activity Resources and Technology Instructional Methods Activity Duration
1 The instructor provides information concerning health conditions, common medications and treatment plans, communication strategies, as well as appropriate lifestyles for patients with myocardial infarction. PowerPoint presentation, handouts Lecture 10 minutes
2 Caregivers receive briefcases. They discuss health conditions, errors patients often make, proper lifestyles, risk factors, ways to help patients. Handouts with case descriptions and possible options Group work 10 minutes
3 In pairs, caregivers receive handouts where their roles are described. One of the caregivers is the patient behaving in certain ways while the other is a family member trying to help the patient. Pairs then receive the most effective ways to deal with situations and discuss these options. Handouts Pair work, Evaluation 10 minutes

Learning Evaluation

Family members complete brief questionnaires concerning the effectiveness of training sessions and the overall program.


Bastable, S. B. (2017). Nurse as educator: Principles of teaching and learning for nursing practice (5th ed.). Burlington, MA: Jones & Bartlett Learning.

Motacki, K., & Burke, K. (2013). Nursing delegation and management of patient care. St. Louis, MO: Elsevier Health Sciences.

Sassen, B. (2017). Nursing: Health education and improving patient self-management. Cham, Switzerland: Springer.

Staples, S. (2015). The discourse of nurse-patient interactions: Contrasting the communicative styles of U.S. and international nurses. Philadelphia, PA: John Benjamins Publishing Company.

Harry Potter And The Online Fandom: The Story Continues

The Harry Potter fandom is among the biggest ones in the world, with new fans joining every day. Since there is always the yearning for more stories, the book’s official site, Pottermore, and the original home for Harry-Potter-themed fan fiction, MuggleNet, are the most well-known sites for fans’ gathering (“Discover More from J.K. Rowling’s Wizarding World”; “About Us”). With fans actively participating in the franchise, the Harry Potter fandom can be characterized by what Pearson defined as “horizontal creativity” (85).

However, in contrast to Pottermore, at, people participate actively in fan fiction, with what Azuma terms as “derivative works” making the core of the site (25). Therefore, the Pottermore community seems to represent the concept of the database culture, whereas clearly does not.

Nostalgic feelings are very strong in the Harry Potter fandom. With the close focus on the books written by Rowling, there is a significant amount of totemic nostalgia among fans as Proctor describes it (1105). However, the described characteristic of the fandom does not make it toxic since it highly encourages creativity and invites anyone to participate. While people in their early 30ies make the core of the fandom since they grew up with the franchise, newcomers of all ages appear in the fandom every day.

After creating a new account and, it was discovered that the local fans are very friendly and happy to see new supporters of the franchise. In addition, while the books are focused on the fight against injustice and intolerance, there is little resistance against hegemonic society in the fandom. Overall, having many creative, devoted, and inspiring people in it, the Harry Potter fandom remains thriving and invites people to explore the wonders of its magical universe.

Works Cited

“About Us.” Web.

Azuma, Hiroki. Japan’s Database Animals. Translated by Jonathan E. Abel and Shion Kono, University of Minnesota Press, 2009.

“Discover More from J.K. Rowling’s Wizarding World.”, n.d. Web.

Pearson, Roberta. “Fandom in the Digital Era.” Popular Communication, vol. 8, no. 1, 2010, pp. 84-95.

Proctor, William. “’Bitches Ain’t Gonna Hunt No Ghosts’: Totemic Nostalgia, Toxic Fandom and the Ghostbusters Platonic.” Palabra Clave, vol. 20, no. 4, 2017, pp. 1105-1141.

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