Life Course Theory And Delinquency
Developmental characteristics are usually noticeable in early age. “It describes experiences that are common factors in the background of offenders, such as school failure, abuse of alcohol, or childhood victimization”. They are also introduced to some risk factors; some might be exposed to less and some more than others. They could have gone through anti – social behavior. Major factors that played a huge role in offender’s life were social risk factors.
First describe and then critique Sampson & Laub’s Age-Grade Theory. Our text (Schmalleger) explains Sampson’s and Laub’s age grade theory as one that make the assumption that the association among delinquent offenders and criminal behavior later along in life isn’t exclusively based on any one specific trait. It appears that Sampson’s and Laub’s age grade theory is broken down and based upon two (2) main factors or turning points. The first, employment and the second being marriage, in addition there are many other turning points that can occur with leaving home, examples given of those are having children, getting divorced, graduating from school, and receiving a financial windfall.
This theory clearly rules out the effect of inherited or innate factors, and the last is the cognitive theory, which is based on how the perception of an individual is manifested into affecting his or her potential and capability to commit a crime. (Psychological theories of crime) Relating these theories to the case under study, it’s clear that the behaviour can be traced most times to faulty relationships in the family during the first years of
The differential association theory has become the most talked about learning theory of deviance. The theory focuses on how individuals can learn to become criminals. The theory does not have concern for why individuals become criminals. Criminology is the knowledge regarding crime and delinquency as a social issue.
Developmental theories look at how offenders start and end their criminal behaviors. All developmental theories, including the two focused on in this paper, pull from social, psychological, and biological factors to find answers. Both of these theories follow along a trajectory or pathway for offenders. Sampson and Laub’s age-graded theory has offenders following along two possible trajectories. They can either follow along the high risk trajectory or the low risk trajectory.
In relation to delinquents, the social learning theory can be an explanation for their actions and may explain how people are influenced by peers and imitate behaviours no matter what behaviour it may be (Shoemaker, D. 2013). There multiple strengths for the social learning theory due to the sheer amount of evidence that supports the idea that people imitate their peers ideas, whether face to face or what’s on the media, by looking at the ‘Bobo doll’ study simply watching something on the television is enough to encourage young children to imitate their peers (Bandura, A. 1965), also behaviours that have been witnessed
Social learning theory and social bonding theory are two theories that may be compared and contrasted because they both overlap and differ. Although these theories have their similarities and differences, one theory may prove to be more convincing in terms of applying the theory to the understanding of crime and delinquency. Social learning theory refers to Akers’ theory of crime and deviance. Akers attempted to specify the mechanism and processes through which criminal learning takes place by explaining crime and deviance; he did this in such a way that the likelihood of conforming or deviant behavior based on the influence of an individual’s history of learning was accounted for. This theory was based off Sutherland’s differential association theory, which had nine propositions outlining the process by which individuals acquire attitudes favorable to criminal or delinquent behavior with the basic idea that people tend to associate with others in which they come into contact.
Fifth, the specific direction of motives and drives is learned from definitions of the legal codes as favorable or unfavorable. Sixth, a person becomes delinquent because of an excess of definitions favorable to violation of law over definitions unfavorable to violation of the law. Seventh, Differential associations may vary in frequency, duration, priority, and intensity. Eighth, the process of learning criminal behavior by association with criminal and anti-criminal patterns involves all of the mechanisms that are involved in any other learning. Lastly, while criminal behavior is an expression of general needs and values, it is not explained by those needs and values, since non-criminal behavior is an expression of the same needs and values.
Two theories that can be compared are the Social Learning Theory and the Labeling Theory. When comparing these two theories we can use the juvenile crime of stealing to see how the theories are similar and different. The social learning theory basically states that crime like other behaviors is learned. The other theory, labeling states that certain things or children aren’t necessary deviant until society labels them as so. These two theories also have positives and negatives pertaining to how effective they are in the causes of juvenile delinquent behavior.
According to Siegel (2015), trait theory is the view that criminality is a product of abnormal biological or psychological traits which can be subdivided into two major categories: those that stress biological makeup and those that stress psychological functioning (p. 109). Biological trait theories includes four different conditions: biochemical, neurophysiological, genetic, and evolutionary. Biochemical factors will include diet, hypoglycemia, hormonal influences, premenstrual syndrome, lead exposure, and environmental contaminants. Neurophysiological factors will include brain structure, attention deficit hyperactivity disorder, brain chemistry, and arousal theory. Genetic causes could stem from parental deviance, adoption studies, and
In learning about Juvenile delinquency and theories on why delinquency occurs, I found that the choice theory was most applicable to a variety of juveniles and the reason why they choose to commit crimes. The choice theory suggests that “Juvenile offenders are rational decision makers who choose to engage in antisocial activity because they believe their actions will be beneficial”. (Siegel and Welsh, 2016, p. 58) It is my opinion, that most juveniles do have the ability to think for themselves and weigh the pros and the cons to committing a crime. I liked this theory most because I strongly agree that in the majority of juvenile delinquency cases, the act is a product of choice.
Though he was influenced by Darwin, Lombroso misunderstood his work and considered criminals evolutionary throwbacks of primitive forms (Mazzarello, 2011). Trait theory has evolved over time from Garofalo’s sociological tilt (crime is an immoral act that is injurious to society) to Enrico Ferri (focused on social and economic factors that motivate criminals) to a modern, biosocial trait theory, which theorizes each person is mentally and physically unique, does not possess equipotentiality (equal potential to learn and achieve), and has developed traits at birth or soon after that affect social functioning and affect criminal behavior. Physical, environmental, and social conditions work in concert to produce behavior. The last part of the theory states, instincts affect learning (rape or desire of males to control
The set of the structural-functional theories are among the most widespread perspectives on the juvenile delinquency. The group of the theories regards that the behavior of the underage delinquent is caused by the breakdown of the social process that consequently results in the increase of conformity (Thompson & Bynum, 2016). The group of theories presumably blame institutions that are responsible for the socialization of the young delinquents for the way the socialize the individuals by causing them to conform to the values of the society. One of the central theories of the juvenile delinquency is the anomie theory that is rooted in the early studies by the sociologist Emile Durkheim.
There are countless arguments theorizing the criminal behaviors of offenders. Lifestyle-Exposure Theory, also known as Lifestyle Theory, acknowledges the differences in an individual life on a day-to-day basis. Lifestyles are patterned, regular, recurrent routine activities. Lifestyle can be defined as an activity that a person would engage in on a daily basis, including both obligatory activities, such as work or school, and leisure activities (Lifestyle, 2011). This theory of victimization recognizes that every person takes different paths, has different routines, and life exposures.
Family Influences on Deliquency. Retrieved from http://samples.jbpub.com/9780763760564/60564_CH10_Springer.pdf Greenwood, P. (2008). Prevention and Programs for Juvenile Offenders. Gudjonsson, E. &.
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