1. Lesson - Developmental (Life Course) Theories
Robert Wonser
Introduction to Criminology
Crime and Delinquency

2. Life-Course Theories Also known as developmental theories
Utilize all disciplines in conceptualizing the causes of crime
Focus on longitudinal studies

3. Interactional Theory Terrence P. Thornberry
Emphasis on peer associations and social bonds
Focus on school bonds
Used to explain antisocial behavior at different stages of the life course

4. Life-Course-Persistent/Adolescence-Limited Theory
Terrie E. Moffitt
Attempts to explain the onset and persistence of antisocial behavior
Adolescence-limited offenders - Kids who get into minor scrapes as youth but whose misbehavior ends when they enter adulthood.
Life Course Persistent offenders (Chronic offenders) - Delinquents who begin their offending career at a very early age and continue to offend well into adulthood.

5. Age-Graded Theory Robert J. Sampson and John H. Laub
Focus on key events over the life course and turning points that lead to persistence or desistance from crime
Marriage
Career
Antisocial behavior is dynamic over the life course

6. Developmental Theory: Criminal Career Development
Three independent yet interrelated Views of Criminal Career Development:
1) Life Course Theory - Theory that focuses on changes in criminality over the life course brought about by shifts in experience and life events.
LO1: Trace the history of and influences on developmental theory.

7. Developmental Theory: Criminal Career Development
2) Propensity Theory - The view that a stable unchanging feature, characteristic, property, or condition, such as defective intelligence or impulsive personality, makes some people crime prone.
Latent trait - A hidden trait that guides human behavior.
Propensity - An innate natural inclination or tendency to behave in a particular way or pattern.

8. Trajectory Theory
3) Trajectory Theory - The view that there are multiple independent paths to a criminal career and that there are different types and classes of offenders.
Offending trajectories
Pathways to crime

9. Pathways
Authority conflict pathway - Pathway to deviance that begins at an early age with stubborn behavior and leads to defiance and then to authority avoidance.
Covert pathway - Pathway to a criminal career that begins with minor underhanded behavior, leads to property damage, and eventually escalates to more serious forms of theft and fraud.
Overt pathway - Pathway to a criminal career that begins with minor aggression, leads to physical fighting, and eventually escalates to violent crime.

10. Foundations of Developmental Theory
LO6: Know the principles of the trajectory theory.
FIGURE 9.2 Loeber’s Pathways to Crime
Source: “Serious and Violent Juvenile Offenders,” Juvenile Justice Bulletin, May 1998.

11. Foundations of Developmental Theory
Population Heterogeneity versus State Dependence
Population heterogeneity
The propensity to commit crime is stable.
State dependence
The propensity to commit crime is constantly changing.
LO1: Trace the history of and influences on developmental theory.

12. Life-Course Fundamentals
Relationships and behaviors determine adult life course.
Children learn conformity to social rules and to function effectively in society.
Later begin careers, leave parental homes, find permanent relationships, and marry and begin families.
Transitions take place in order.
LO1: Trace the history of and influences on developmental theory.

13. Foundations of Developmental Theory
Life-Course Theories - Theory that focuses on changes in criminality over the life course brought about by shifts in experience and life events.
Criminality is a dynamic process
Age of onset
Early onset
LO2: Know the principles of the life course approach to developmental theory.

14. Life-Course Fundamentals
Problem Behavior Syndrome
A cluster of antisocial behaviors that may include family dysfunction, substance abuse, smoking, precocious sexuality and early pregnancy, educational underachievement, suicide attempts, sensation seeking, and unemployment, as well as crime.
Crime is a social problem rather than a result of other social problems.
LO3: Explain the term “problem behavior syndrome.”

15. Foundations of Developmental Theory
Age-Graded Theory
Social capital - Positive, life-sustaining relations with individuals and institutions.
Cumulative disadvantage - The tendency of prior social problems to produce future ones that accumulate and undermine success.
Turning points - According to Laub and Sampson, the life events that alter the development of a criminal career.
Testing age-graded theory
Love, marriage, and criminality
LO4: Articulate the principles of Sampson and Laub’s age-graded life course theory.

16. Foundations of Developmental Theory
LO4: Articulate the principles of Sampson and Laub’s age-graded life course theory.
Figure 9.1 Sampson and Laub’s Age-Graded Theory
Source: Robert Sampson and John Laub, Crime in the Making: Pathways and Turning Points through Life (Cambridge, MA: Harvard University, 1993), pp. 244–245.

17. Latent Trait Theories
Theories that a stable feature, characteristic, property, or condition, present at birth or soon after, makes some people crime-prone over the life course.
LO5: Be able to define the concept of the latent trait and assumptions of the general theory of crime (GTC).

18. Life-Course Fundamentals
Offense Specialization/Generalization
Age of Onset/Continuity of Crime
Criminal career starts early in life.
Persistent criminal offenders begin their careers early in life.
Early onset creates a downward spiral (The view that kids who begin engaging in antisocial behaviors at a very early age are the ones most at risk for a criminal career.)
LO2: Know the principles of the life course approach to developmental theory.