Flashcards
Ch. 16 Developmental Theories
Cards in this deck (39)
- 1What are Developmental Theories?- Explanatory models of criminal behavior that follows individuals throughout their life course of offending
- Explains offending over time - 2What is the unit of analysis?- The individual
- 3What do they examine?- Onset
- Frequency
- Duration
- Intensity
- Desistance - 4What is the general pattern of offending?- General crime curve
- 5Best Predictor oh who is at high risk?- The earlier you begin offending the more likely you are going to keep offending
- 6What are they explaining?- Age crime curve
- Sharp criminal increase among adolescents
- Peak criminality in late teenage/early adulthood years
- Decline in older adults - 7Integrated Theories- An explanation of crime that attempts to merge the insights from two or more theories into a single framework
- 8Integrated Theories * Pros *- Higher explanatory power
- Because it can add concepts from various frameworks - 9Integrated Theories * Cons *- Theories are based on opposing perspectives of human nature
- Theories are meant to stand alone - 10Elliot's Strain Control Paradigm- First integrated model to explore deviant behavior
- Strain, Social Disorganization, Control, Learning, and Differential Association - 11Elliots Strain Control Paradigm * Form strong bonds * * Two ways *1. Integration
2. Commitment - 12Elliots Strain Control Paradigm * Integration *- Extent to which people are involved in conventional groups and institutions
- 13Elliots Strain Control Paradigm * Commitment *- Extent to which someone feels morally bound by social norms
- 14Elliots Strain Control Paradigm * Two Pathways to Criminal Behavior *1. Weak bonds in childhood lead to participation in delinquent peer groups, which leads to criminal behavior
2. Strong bonds are weakened throughout life (strain, social disorganization) - 15Thronberry's Interactional Theory * Basic model *- During childhood kids develop attachments to parents
- Leads them to embrace conventional beliefs, commit to school, avoid delinquent peers, reject delinquent values - 16Thornberrys Interactional model * Basic model *- When they fail to develop attachments to parents, the opposite sequence occurs
- Without these controls they are free to explore other options and encounter delinquent peers, leading to delinquent behavior - 17Thornberrys Interactional Theory * Reciprocal Effects *- Weak parental attachment might make delinquent associations more likely (weaken attachments to parents )
- Peer associations may cause delinquent behavior which then (can affect future friendship choices) - 18Thornberrys Interactional Theory * Reciprocal Effects *- The effects of variables differ during a persons life course
- As youth move to adolescence effect of parents wane and peers and school become more prevelant - 19Farrington's Integrated Cognitive Antisocial Potential Theory (ICAP) * Two key concepts *1. Antisocial Potential (AP)
2. Cognition - 20Farrington's Integrated Cognitive Antisocial Potential Theory (ICAP) * Antisocial Potential (AP) *- Risk of propensity to engage in crime
- 21Farrington's Integrated Cognitive Antisocial Potential Theory (ICAP) * Cognition *- Decision making process that turns into actual behavior
- 22Farrington's Integrated Cognitive Antisocial Potential Theory (ICAP) * Long- Term AP *- Poor families, poorly socialized, impulsive, low IQ
- 23Farrington's Integrated Cognitive Antisocial Potential Theory (ICAP) * Short- term AP *- No deficits but will temporarily increase AP if situation calls for it
- Can turn into long term AP if they are rewarded for crime - changes their cognition - 24Life Course Criminology- Moffitt's Developmental Theory
- 25Moffitt's Developmental Theory * Two Types of Offenders *1. Adolescent Limited Offenders (AL
2. Life Course Persistent Offenders (LCP) - 26Moffitt's Developmental Theory * Adolescent- Limited Offender *- Most of the general public
- Committed offenses when they were teenagers/young adults
- Commit crimes primarily b/c of association with peers - 27Moffitt's Developmental Theory * Adolescent- Limited Offenders * * Maturity Gap *- Years between onset of puberty and entry job market
- They went to shed their childhood restrictions and act like adults - 28Moffitt's Developmental Theory * Life Course Persistent Offenders *- Only about 4-6% of offenders
- Commit vast majority of serious, violent offenses
- Due to interaction between neurological problems and disadvantaged neighborhood - 29Sampson & Laub Age Graded Theory of Informal Social Control- Factors that influence crime (all can weaken bonds)
- Early antisocial tendencies, poverty, delinquent peers/siblings, low IQ, difficult temperament - 30Sampson and Laub's Age Graded Theory of Informal Social Control * Crime Desistance *- Turning points (help strengthen adult bonds)
- Job, marriage, military service
- These do not stop everyone from offending though.. can cause new crimes
- spousal/child abuse - 31Sampson and Laub Shared Beginning, Divergent Lives * Two findings *- Desistance from crime is virtually universal but is difficult to predict when desistance will occur
- 32Sampson and Laubs Shared Beginning, Divergent Lives * 5 aspects to desistance *1. Structural turning points = change
2. Structural turning points create social bonds that increase informal control
3. Structural turning points move daily routine activities aways from deviant locations (bars) to structured areas (work) - 33Sampson and Laubs Shared Beginning, Divergent Lives * 5 aspects to desistance *- Prosocial lifestyle;e creates "desistance by default - criminality becomes a distant reality
- Desistance process does not entirely determine choices - 34Maruna's Theory of Redemption Scripts * Two scripts *1. Redemption
2. Condemnation - 35Maruna's Theory of Redemption Scripts * Redemption *- Make good on rhetoric of redemption
- Previous criminality not apart of the real me
- Crime was circumstantial
- Past woes make you stronger, and lead to a higher calling - 36Maruna's Theory of Redemption Scripts * Condemnation *- Condemned to life for crime, but powerless to change behavior because of it
- Lack enthusiasm for crime, but powerless to change behavior because of it - 37Patterson's Social Interactional Developmental Model * Two Onsets *1. Early Onset
2. Late Onset - 38Pattersons Social Interactional Developmental Model * Early Onset *- Starts with dysfunctional families
- Coercion becomes a way of life
- Move out of home and manifest child conduct problems
- Harsh/ Inconsistent discipline, little positive parental involvement, poor monitoring - 39Pattersons Social Interactional Developmental Model * Late Onset *- Does not blame deviant behavior on family; blames on deviant peer group
- Less likely to persist in serious offending than early onset youth
- More antisocial than non delinquents because of some adverse family conditions
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- Theories Flashcards on Ch. 16 Developmental Theories , created by Calli Ware on 30/04/2018.
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