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Description
Flashcards by Calli Ware, updated more than 1 year ago
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Created by Calli Ware
over 6 years ago
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| Question | Answer |
| What are Developmental Theories? | - Explanatory models of criminal behavior that follows individuals throughout their life course of offending - Explains offending over time |
| What is the unit of analysis? | - The individual |
| What do they examine? | - Onset - Frequency - Duration - Intensity - Desistance |
| What is the general pattern of offending? | - General crime curve |
| Best Predictor oh who is at high risk? | - The earlier you begin offending the more likely you are going to keep offending |
| What are they explaining? | - Age crime curve - Sharp criminal increase among adolescents - Peak criminality in late teenage/early adulthood years - Decline in older adults |
| Integrated Theories | - An explanation of crime that attempts to merge the insights from two or more theories into a single framework |
| Integrated Theories * Pros * | - Higher explanatory power - Because it can add concepts from various frameworks |
| Integrated Theories * Cons * | - Theories are based on opposing perspectives of human nature - Theories are meant to stand alone |
| Elliot's Strain Control Paradigm | - First integrated model to explore deviant behavior - Strain, Social Disorganization, Control, Learning, and Differential Association |
| Elliots Strain Control Paradigm * Form strong bonds * * Two ways * | 1. Integration 2. Commitment |
| Elliots Strain Control Paradigm * Integration * | - Extent to which people are involved in conventional groups and institutions |
| Elliots Strain Control Paradigm * Commitment * | - Extent to which someone feels morally bound by social norms |
| Elliots 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) |
| Thronberry'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 |
| Thornberrys 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 |
| Thornberrys 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) |
| Thornberrys 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 |
| Farrington's Integrated Cognitive Antisocial Potential Theory (ICAP) * Two key concepts * | 1. Antisocial Potential (AP) 2. Cognition |
| Farrington's Integrated Cognitive Antisocial Potential Theory (ICAP) * Antisocial Potential (AP) * | - Risk of propensity to engage in crime |
| Farrington's Integrated Cognitive Antisocial Potential Theory (ICAP) * Cognition * | - Decision making process that turns into actual behavior |
| Farrington's Integrated Cognitive Antisocial Potential Theory (ICAP) * Long- Term AP * | - Poor families, poorly socialized, impulsive, low IQ |
| Farrington'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 |
| Life Course Criminology | - Moffitt's Developmental Theory |
| Moffitt's Developmental Theory * Two Types of Offenders * | 1. Adolescent Limited Offenders (AL 2. Life Course Persistent Offenders (LCP) |
| Moffitt'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 |
| Moffitt'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 |
| Moffitt'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 |
| Sampson & 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 |
| Sampson 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 |
| Sampson and Laub Shared Beginning, Divergent Lives * Two findings * | - Desistance from crime is virtually universal but is difficult to predict when desistance will occur |
| Sampson 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) |
| Sampson 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 |
| Maruna's Theory of Redemption Scripts * Two scripts * | 1. Redemption 2. Condemnation |
| Maruna'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 |
| Maruna'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 |
| Patterson's Social Interactional Developmental Model * Two Onsets * | 1. Early Onset 2. Late Onset |
| Pattersons 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 |
| Pattersons 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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