1. www.cengage.com/cj/siegel Larry J. Siegel Brandon C. Welsh David R. Montague, Lisa Hutchinson & Sharniece R. Hughes University of Arkansas at Little Rock Chapter 5 Developmental Views of Delinquency

2. Chapter Goals  Compare and contrast the two forms of Developmental Theory  Trace the history of, and influences on, Developmental Theory  Know the principles of the life course approach to Developmental Theory  Be familiar with the concept of Problem Behavior Syndrome

3. Case Profile: Kia’s Story  Had problems in middle school when he was 14  Was placed in an intervention program  Kia was at risk for school disciplinary action  Kia’s parents moved to the U.S. several years before Kia Kia was born in Vietnam, and moved to the U.S. when he was 11

4. The Life Course View  According to life course view, even as toddlers, people begin relationships and behaviors that will determine their entire life course  Disruptions in life’s major transitions can be destructive and ultimately promote criminality

5. The Developmental process  A positive life experience may help some kids desist from delinquency  Delinquent careers are also said to be interactional because people are influenced by behavior of those around them  Life course theories also recognize that as people mature, the factors that influence their behavior change

6. The Glueck Research  One of the cornerstones of recent course theories has been renewed interest in the research efforts of Sheldon and Eleanor Glueck  The Gluecks research focused on early onset of delinquency as a harbinger of a delinquent career

7. Life Course Concepts  We know that most young criminals desist and do not become adult offenders  Most of these early onset delinquents begin their careers with disruptive behaviors  The earlier the onset, the more likely the adolescent will engage in serious delinquency

8. Adolescent-Limited Offenders versus Life Course Limited Offenders  Not all persistent offenders begin at an early age  A few even skip antisocial behavior in their childhood  In contrast life course persistent offenders remain high-rate offenders into young adulthood

9. Problem Behavior Syndrome  The life course view is that delinquency is but one of many social problems faced by at-risk youth  Youths who drink in the late elementary school years, who are aggressive and have attention problems are more likely to be offenders during adolescence

10. Multiple Pathways  Life Course theorist recognize that delinquents may travel more than a single road in their delinquent career  The authority conflict pathway begins at an early age with stubborn behavior  The covert pathway begins with minor, underhanded behavior that leads to property damage

11. Continuity of Crime and Delinquency  The best predictor of future criminality is past criminality  Research shows that kids who persist engage in more aggressive acts and are continually involved in theft offenses and aggression  As they emerge into adulthood, they report less emotional support

12. Age Graded theory  Social theorist have formulated a number of systematic theories that account for onset, continuance, and desistance from delinquency  One of the most prominent of these is age graded theory  Age-graded theory was first articulated in an important 1993 work (“Crime in the Making”)

13. Turning Points in Life Course  Two critical turning points are career and marriage  Adolescents who are at risk for delinquency can live conventional lives if they can find good jobs or achieve successful careers  People who cannot sustain secure marital relations are less likely to desist from delinquency

14. Developing Social Capital  A cornerstone of age graded theory is the influence of social capital on behavior  Losing or wasting social capital increases likelihood of getting involved in delinquency  Social capital is critical to social groups and communities

15. Testing Age-Graded Theory  Several indicators support the validity of age graded theory  Research has shown that children who grow up in two parent homes are more likely to have happier marriages  Youths who accumulate social capital in childhood are most likely to maintain steady work as adults

16. Love and Delinquency  Age-graded theory places a lot of emphasis on the stability brought about by romantic relationships leading eventually to a good marriage  Kids headed toward a life of crime can knife off that path if they meet the right mate  Love is a primary conduit of informal social control

17. The Latent Trait View  The propensity or inclination to commit delinquency is stable, but the opportunity fluctuates over time  People age out of delinquency because, as they mature, they are simply fewer opportunities to commit such acts  Those who carry one of these traits are in danger of becoming career criminals

18. General Theory of Crime  Delinquency is rational and predictable  Delinquent offenders are predisposed to commit crimes  Delinquent acts, such as robberies or burglaries, are illegal events or deeds that people engage in when they perceive them to be advantageous

19. Testing the General Theory of Crime  One approach involves identifying indicators of impulsiveness and self-control  Impulsivity predicts the likelihood that a person will engage in criminal behavior  Another study has found that victims have lower self-control than non-victims

20. Evaluating the Developmental View  The developmental view is that a delinquent career must be understood  Life course theories emphasize the influence of changing interpersonal and structural factors  The perspectives differ in their view of human development  Latent trait theories assume that an individual’s behavior is linked less to personal change than to changes in the surrounding world

21. Developmental Theory and Delinquency Prevention  There have been a number of policy-based initiatives based on premises of developmental theory  Some programs aim to prevent delinquency in the long run by helping parents improve their parenting skills  This is another form of family support that has shown some success in preventing juvenile delinquency

22. Summary  The foundation of Development Theory can be traced to the pioneering work of Sheldon and Eleanor Glueck  Life Course theorists recognize that career delinquents may travel more than one single road  The most important factor was family relations

23. Key Terms  Life Course persistent offender  Impulsive  Authority Conflict Pathway  Covert Pathway  Overt Pathway  Pseudo-maturity  Problem Behavior Syndrome  Self-Control  Developmental Theory Turning Points  Life Course Theory Social Capital  Latent Trait Theory  Early Onset General Theory of Crime  Adolescent –Limited Offender

24. The End Chapter 5 Developmental Views of Delinquency

25. www.cengage.com/cj/siegel Larry J. Siegel Brandon C. Welsh David R. Montague, Lisa Hutchinson & Sharniece R. Hughes University of Arkansas at Little Rock Chapter 6 Gender and Delinquency

26. Chapter Goals  Be able to discuss the development of interest in female delinquency  Be familiar with the gender differences in development  Discuss the basis of gender differences  Know the trends in gender differences in the delinquency rate

27. Gender Differences in Development  It is possible that the gender-based traits that shape antisocial behavior choices may exist as early as infancy  Baby girls show greater control over their emotions  Boys are more easily angered and depend more on input from their mothers

28. Socialization Differences  Psychologist believe that differences in the way females and males are socialized affect their development  Males learn to value independence  Because so many relationships go sour, females also run the risk of feeling alienated because of the failure to achieve relational success

29. Cognitive Differences  There are cognitive differences between males and females starting in childhood  Gender group strengths found in the early school years become more established at adolescence and remain stable through adulthood  Males excel in tasks that asses the ability to manipulate visual images in working memory

30. Personality Differences  Girls are often stereotyped as talkative, but research shows that in many situations boys spend more time talking than girls do  Females are willing to reveal their feelings and concerns for others

31. What Causes Gender Differences?  Socialization, cognitive, personality  Females tend to blame themselves in relationships  Males are aggressive, independent, and practice external anger

32. Gender Differences and Delinquency  Regardless of their origin, gender distinctions may partly explain the significant gender differences in the delinquency rate  Males view aggression as an appropriate means to gain status  Males seem more aggressive and less likely to form attachments to others

33. Gender Patterns in Delinquency  Both the juvenile and adult crime rates for both males and females have been in decade-long decline  While males still commit more delinquency than females, there are indications that the gender gap in crime and delinquency arrests is narrowing

34. Trait Views  There is a long tradition of tracing gender differences in delinquency to traits that are uniquely male or female  The argument that biological and psychological differences between males and females can explain differences in crime rates is not a new one

35. Early Biological Explanations  Women who commit crimes could be distinguished from normal women by physical characteristics  The masculinity hypothesis suggested that delinquent girls had excessive male characteristics  Lombroso maintained that women were lower on the evolutionary scale than men

36. Early Psychological Explanations  Psychologist view that the physical differences between males and females are a basis for their behavior differentials  Sigmund Freud maintained that girls interpret their lack of a penis as a sign that they have been punished  One way to compensate is to identify with their mothers and accept a maternal role

37. Contemporary Biosocial Views  Early theorists linked female delinquency to early puberty and precocious sexuality  Female delinquents were believed to be promiscuous and more sophisticated than male delinquents  Biological and social factors seem to interact to postpone, or accelerate, female delinquent activity

38. Premenstrual Syndrome  An early biotheorist suspected that premenstrual syndrome was a direct cause of the relatively rare instances of female violence  Today there is conflicting evidence on the relationship between PMS and female delinquency  The link between PMS and delinquency was popularized by Katharina Dalton

39. Aggression  Some psychologists believe that males are inherently more aggressive  Males are more aggressive because they wish to possess as many sex partners as possible to increase their chance of increasing offspring

40. Contemporary Psychological Views  Girls are socialized to be less aggressive than boys  Research indicates that antisocial adolescent girls do suffer a wide variety of psychiatric problems  Female delinquents score high on psychological tests

41. Socialization Views  Socialization views are based on the idea that a child’s social development may be the key to understanding delinquent behavior  If a child experiences impairment, family disruption, and so on, the child will be more susceptible to delinquent associations  Precocious sexuality makes girls vulnerable to older men who lead them down a path to decadence

42. Contemporary Socialization Views  Contemporary investigators continue to support the view that female delinquents have more dysfunctional home lives than males  Girls may be forced into a life of sexual promiscuity  Many girls find themselves pregnant at an early age

43. Socialization and Gangs  There is a significant body of literature linking home lives to gang participation and crime  Joan Moore’s analysis of gang girls in Los Angeles found that many came from troubled homes

44. Liberal Feminist Views  The feminist movement has, from its origins, fought to help women break away from their traditional roles  Liberal feminists have influenced thinking about delinquency  Female criminality is motivated by the same influences as male criminality

45. Criminal Feminist Views  A number of writers take a more critical view of gender differences in crime  Criminal feminists focus on the social forces that shape girls lives  Female delinquency originates with the onset of male supremacy

46. Power Control Theory  In paternalistic families, fathers assume the role of the breadwinner  Mothers are expected to control the behavior of daughters while granting greater freedom to sons  Hagan suggests that class influences delinquency by controlling the quality of life

47. Gender and the Juvenile Justice System  Gender differences not only have an effect on crime patterns, but also may have a significant impact on the way children are treated by the criminal justice system  Several feminist scholars argue that girls are not only the victims of injustice at home, but also risk being victimized by agents of the justice system  Female delinquents were substantially more likely to have been detained for status offenses before final juvenile court disposition or afterward

48. Summary  Some experts suggest that gender differences may have a biological origin… Males and females are essentially different  Gender differences in the delinquency rates have narrowed  One view is that hormonal imbalance may influence aggressive behavior in young girls

49. Key Terms  Masculinity Hypothesis  Gender-Schema Theory  Chivalry Hypothesis  Precocious Sexuality  Liberal Feminism  Critical Feminism  Sex Trafficking  Power-Control Theory  Egalitarian  Families

50. The End Chapter 6 Gender and delinquency