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Juvenile Crime and Delinquency > MIDTERM 1 - Theories > Flashcards

MIDTERM 1 - Theories Flashcards

1
Q

Juvenile age

A

12-18 yrs inclusively

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2
Q

Dependent and neglected

A

Kids who are being abused

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3
Q

Delinquents

A

Kids that commit crimes

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4
Q

Walter Miller

A

Right - Left

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5
Q

Right

A

Delinquents are responsible for their acts

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6
Q

Left

A

Society creates delinquency

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7
Q

Sociological theories of juvenile delinquency

A

how does society influence juvenile delinquency

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8
Q

Psychological theories of juvenile delinquency

A

what are the internal factors that influence juvenile delinquency?

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9
Q

Descriptive research

A

Gives us information on juveniles that break the law

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10
Q

Testing delinquency theories

A

Juveniles have been exposed to certain factors that cause them to be delinquent or non-delinquent

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11
Q

Evaluation of delinquency programs

A

Show that delinquents have gone through programs, which cause them to be less delinquent
+ adaptation to specific cases

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12
Q

Anomie definition

A

State of normlessness

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13
Q

Anomie theorists

A

Merton & Durkheim

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14
Q

Merton on anomie

A

Looked at deviant and non-deviant behavior
Society has set of values, which are taught to everyone
Some parts in our society block certain individuals from being successful
Ppl who are blocked find illegitimate ways to reach their goals

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15
Q

Merton’s Theory

A

Strain/Frustration/Gap

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16
Q

Goals definition

A

Wants and ambitions that society teaches the individual

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17
Q

Norms definition

A

Rules, which tell us the legitimate way of pursuing these goals

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18
Q

Institutionalized means definition

A

Actual resources available to the individual

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19
Q

Strain definition

A

Gap between the means and your goals

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20
Q

Modes of adaptation

A 
Conformity
Innovation
Ritualism
Retreatism
Rebellion
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21
Q

Conformity

A

Accepts the goals (+) accepts the means (+)

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22
Q

Innovation

A

Accepts the goals (+) rejects the means (-)

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23
Q

Ritualism

A

Give up on goals (-) accepts the means (+)

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24
Q

Retreatism

A

Reject goals (-) reject means (-)

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25
Q

Rebellion

A

Give up on goals and means (-) but substitute w/ new goals and means (+)

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26
Q

Strain Theory criticism

A

Doesn’t explain preference for certain crimes

Assumption is that everyone in society has the same goals

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27
Q

Juvenile subcultures theorists

A

Richard Cloward & L. Ohlin

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28
Q

Juvenile subcultures

A

Criminal subculture
Conflict subculture
Retreatist subculture

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29
Q

Criminal subculture

A

Money, power, social status
Training ground to learn how to commit crimes
Close connections to adults

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30
Q

Conflict subculture

A

Specialize in violence
Commit acts of violence > gain status > develop self-image
No strong ties w/ adults

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31
Q

Retreatist subculture

A 
Drug related
Have moral inhibitions to commit criminal acts
Often rejects form 2 other subcultures
Want to be coolest ppl around
Drugs for themselves (not to sell)
Non-violent
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32
Q

Juvenile subcultures criticism

A

Sometimes one juvenile doesn’t fit in one category (don’t necessarily specialize in one type of crime)

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33
Q

Edwin Sutherland

A

Theory of Differential Association

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34
Q

Propositions

A
  1. Criminal behavior is learned
  2. Criminal behavior is learned in interaction w/ other persons in a process of communication
  3. The principal part of the learning of criminal behavior occurs w/in intimate personal groups
  4. When criminal behavior is learned, the learning includes: techniques of committing the crimes & the specific direction of motives, drives, rationalizations and attitudes
  5. The specific direction of motives and drives is learned from the definitions of legal codes as favourable or unfavourable
  6. The person becomes delinquent because of an excess of definitions favourable to violation of law over definitions unfavourable to violation of law
  7. Differential associations may vary in frequency, duration, priority and intensity
  8. The process of learning criminal behavior by association w/ criminal and anti-criminal patterns involves all of the mechanisms that are involved in any other learning.
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35
Q

Proposition 1

A
  1. Criminal behavior is learned
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36
Q

Proposition 2

A
  1. Criminal behavior is learned in interaction w/ other persons in a process of communication
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37
Q

Proposition 3

A
  1. The principal part of the learning of criminal behavior occurs w/in intimate personal groups
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38
Q

Proposition 4

A
  1. When criminal behavior is learned, the learning includes: techniques of committing the crimes & the specific direction of motives, drives, rationalizations and attitudes
39
Q

Proposition 5

A
  1. The specific direction of motives and drives is learned from the definitions of legal codes as favourable or unfavourable
40
Q

Proposition 6

A
  1. The person becomes delinquent because of an excess of definitions favourable to violation of law over definitions unfavourable to violation of law
41
Q

Proposition 7

A
  1. Differential associations may vary in frequency, duration, priority and intensity
42
Q

Proposition 8

A
  1. The process of learning criminal behavior by association w/ criminal and anti-criminal patterns involves all of the mechanisms that are involved in any other learning.
43
Q

Differential association criticism

A

Vagueness of definition

Juveniles commit irrational and spontaneous crimes

44
Q

Drift Theory theorist

A

David Matza

45
Q

Drift definition

A

Condition of limbo between a conventional lifestyle and a criminal lifestyle w/ no strong attachment to either

46
Q

Techniques of neutralization theorists

A

Gresham Sykes and David Matza

47
Q

Techniques of neutralization

A
  1. Denial of responsibility
  2. Denial of injury
  3. Denial of a victim
  4. Condemnation of condemners
  5. Appeal to higher loyalties
48
Q
  1. Denial of responsibility
A

“Not my fault”, Did criminal behavior because of circumstances out of their control

49
Q
  1. Denial of injury
A

Trivialization of actions. “Nobody got hurt”

Deny they’re causing injury to anyone

50
Q
  1. Denial of a victim
A

Victim deserved it/had it coming

51
Q
  1. Condemnation of condemners
A

The ppl who condemn me are worse than I am

52
Q
  1. Appeal to higher authorities
A

Group effects: “I was w/ my friends and they made me do it”

53
Q

Neutralization criticism

A

Don’t know if neutralization comes before or after the behavior

54
Q

Labelling theory theorist

A

Charles Horton Cooley

55
Q

Labelling theory

A

We develop a conception of ourselves by participating in activities w/ our primary group

56
Q

Primary group criterias

A

Responses to the whole person
Communication is deep and intensive
Your personal satisfaction is imp: need to get satisfaction w/ members of your primary group

57
Q

The looking-glass self

A

Develop your self-image through members of your primary group
See yourself through the eyes of the members of your primary group

58
Q

Self-fulfilling prophecy

A

We do what other ppl expect us to do

See what other ppl think of us and become it

59
Q

General assumptions of labelling theory

A 
Variety of causes or influences
Initial or primary deviation
Official label of delinquent/deviant
Delinquent/deviant self-image
Continued involvement in delinquency/deviance
60
Q

Labelling theory criticism

A

Not everyone takes on what ppl believe them to be

61
Q

Primary and Secondary deviance theorist

A

Edwin Lemert

62
Q

Primary deviation

A

Individual’s behavior

63
Q

Secondary deviation

A

Society’s response to behavior

64
Q

Social reaction

A

Moral indignation of others towards deviance & action directed towards its control

65
Q

Psychoanalytic theory theorist

A

Freud

66
Q

Id

A

Represents the unconscious biological drives and instincts for sex, food, and other life sustaining necessities
Present at birth
Follows pleasure principle

67
Q

Pleasure principle

A

Immediate gratification w/out concern for rights of others

68
Q

Ego

A

Develops early in life
Guided by reality principle
Learning self-control

69
Q

Reality principle

A

Child learns to take into account what is practical and conventional at the moment

70
Q

Superego

A

Develops as a result of incorporating w/in the personality the moral standards and values of parents, community and others
Development of the conscience > feelings of guilt

71
Q

Conflicts between id, ego and superego (if unresolved) result in

A

Abnormal personality development

72
Q

Crime and delinquency seen as

A

Behavioral manifestation of abnormal personalities

73
Q

Underdeveloped superego

A

Not strong enough to control or curb id drives

Ppl do what they want w/out concern for consequences or feelings of others

74
Q

Overdeveloped superego

A

Ego experiences so much anxiety and guilt that a person may engage in crime because unconsciously wants to be punished
Ppl have poorly developed social skills, poor reality testing, gullibility, & excessive dependence

75
Q

Social learning theory theorist

A

Bandura

76
Q

Social learning theory criticism

A

Fails to account for differences in cognition

77
Q

Cognitive theory theorist

A

Piaget

78
Q

4 main periods

A

Sensorimotor period (0-2 yrs)
Preoperational period (2-7 yrs)
Concrete operational period (7-11 yrs)
Formal operational period (11- adulthood)

79
Q

Sensorimotor period

A

(0-2 yrs)

80
Q

Preoperational period

A

(2-7 yrs)

81
Q

Concrete operational period

A

(7-11 yrs)

82
Q

Formal operational period

A

(11- adulthood)

83
Q

Symbolic interactionism theorists

A

Mead & Matsueda

84
Q

Unit of analysis (symbolic interactionists)

A

Transaction that takes place in interaction between 2 or more individuals

85
Q

Delinquent behavior is explained in terms of (symbolic interactionists)

A

Interaction between the self & others

Interaction that is mediated by language

86
Q

Mead: role taking

A

Key to social control

87
Q

Matsueda: role taking

A

Projecting oneself into the role of others & appraising the situation, oneself in the situation & possible lines of action

88
Q

Possible line of action for delinquents

A

Take each other’s role through verbal & nonverbal communication
Fitting their lines of action together into joint delinquent behavior

89
Q

Theory of the self & delinquent behavior

A

Matsueda

90
Q

Theory of the self & delinquent behavior features

A

1) The self is formed by how an individual perceives that others view him/her & thus is rooted in symbolic interaction
2) The self is an object that “arises partly endogenously w/in a situation, & partly exogenously from prior situational self being carried over from previous experience”
3) The self as an object becomes a process that has been determined by the self at a previous point in time & by prior resolutions of problematic situations
4) Delinquent behavior takes place partly because habits are formed & partly because the stable perception of oneself is shaped by the standpoint of others

91
Q

Feature 1

A

1) The self is formed by how an individual perceives that others view him/her & thus is rooted in symbolic interaction

92
Q

Feature 2

A

2) The self is an object that “arises partly endogenously w/in a situation, & partly exogenously from prior situational self being carried over from previous experience”

93
Q

Feature 3

A

3) The self as an object becomes a process that has been determined by the self at a previous point in time & by prior resolutions of problematic situations

94
Q

Feature 4

A

4) Delinquent behavior takes place partly because habits are formed & partly because the stable perception of oneself is shaped by the standpoint of others

Juvenile Crime and Delinquency (1 decks)

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