Juvenile Justice in America 8th Edition by BartollasAnd Milleredolder – Test Bank
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Chapter Three
Causes of Juvenile Crime
CHAPTER OVERVIEW
This chapter offers some possible explanations for juvenile
crime. In contrast to the unconscious influence exerted by unpopular first
names, described in the chapter’s opening story, some authors suggest that much
delinquency is caused not by factors beyond the offender’s control but by a
conscious thought process that considers the cost and benefits of particular
behavior and once with some degree of planning and foresight goes on for
reasons whether the behavior is desirable or not.
On the other hand, if something as simple as first names can
impact people’s behavior, then they might not be able to make fully conscious
choices. This kind of deterministic view—that delinquents cannot stop
themselves from committing socially unacceptable behavior because of some
overpowering influence—build on your perspective known as positivism, a major theoretical
position in criminology.
However, whether talking about youth crime arising from free
will, biological or psychological inferiority, social causes, or integrated
explanations (two or more existing theories), it is clear that any particular
theory only accounts for some of the reasons for juvenile offenses. Some
explanations are more powerful than others in explaining youth crime, but even
the most powerful amounts to only a small piece in the larger puzzle of
juvenile offending.
The association between criminal behavior and the rationality of
crime has its roots in the eighteenth-century classical school of criminology.
More recently, a number of approaches to the rationality of crime, especially
the rational choice theory, have emerged.
CHAPTER OBJECTIVES
LO#1. Summarize the principles and influences of the
classical school of criminology.
LO#2. Describe biological theories of juvenile crime and
delinquency
LO#3. Describe psychological theories of juvenile crime and
delinquency
LO#4. Describe sociological theories of juvenile crime and
delinquency
LO#5. Summarize integrated theories of juvenile crime and
delinquency
LECTURE OUTLINE
Classical School of Criminology
Rational Choice Theory
1. Rational
Choice and Delinquency
2. Why
Do We Punish?
3. Goals
and Philosophy of Punishment
Development of Positivism
1. Biological
Positivism
2. Psychoanalytic
Explanations
3. Sociological
Positivism
4. Social
Structural Theories
Social Process Theories
1. Conflict
Theory
2. Thinking
Like a Corrections Professional
How Does Integrated Theory Explain Juvenile Crime?
Evidence-Based Practice – Targeting the Programs That Show
Particular Promise
Why Has Delinquency Across the Life Course Become So Important
in Studying the Theories of Juvenile Crime?
Social Policy in Juvenile Justice: PHDCN LAFANS
1. Early
Findings from the PHDCN
LIST OF CHANGES/TRANSITION GUIDE
·
Chapter 3 has:
·
a new section on why we punish.
·
a new section on the goals and philosophy of punishment, divided
into general deterrence, specific deterrence, incapacitation, rehabilitation,
and restorative justice.
·
a new career box on the juvenile justice officer.
·
a new section on social policy in juvenile justice: PHDCN/LAFANS
ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES
1. Writing
to Learn: Write an essay in class that explains the nature and types of
biological positivism. Critique and revise.
2. Writing
to Learn: Write an essay in class that explains the nature and types of
psychological positivism. (Skip the psychoanalytic approach for this particular
exercise unless requested by the instructor.) Critique and revise.
3. Writing
to Learn: Write an essay that explains the nature and types of sociological
positivism. Critique and revise.
4. Class
Presentations: Divide the class into three groups. Ask each group to report on
one of the major ideas of structural functionalism, social process, and
conflict theories. Let each group defend its ideas against the other approaches
as to why their ideas are the strongest.
5. Group
Work: Divide the class into three groups. Each group should develop one of the
three following approaches: the major and minor ideas of Gottfredson and
Hirschi’s general theory of crime, Elliott’s integrated social process theory,
and Thornberry’s interactional theory. After identifying the components of each
theory, have each group pull together all of the ideas of each theory into a
schema of the whole theory and present the ideas to the class.
6. There
are numerous videos available related to juvenile justice. A list of videos is
provided here is the instructor manual.
SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS
1. What
is the labeling perspective’s definition of why adolescents become delinquent?
Do you agree with this interpretation?
A: Labeling theory contends that society creates deviants by
labeling those who are apprehended as “different” from others, when in reality
the youths are different only because authorities “tagged” them with a criminal
label. Edwin Lemert and Howard Becker are the chief proponents of the view that
formal and informal societal reactions to criminal behavior can influence the
subsequent attitudes and behaviors of criminals and delinquents.
2. Which
of the three integrated theories makes the most sense to you? What are the
advantages of integrated theory? What are its disadvantages?
A: Answers will vary
3. Should
poverty exclude an adolescent from responsibility for delinquent behavior? Why
or why not?
A: Answers will vary
4. Why
have the juvenile courts been so quick to apply the concept of free will and
rationality to violent juvenile criminals?
A: By applying the concept of free will, it allows courts the
option of punishing offenders and not be constrained to rehabilitation.
Although it can be harsh and demeaning, punishment of violators is
believed to create benefits from all abiding citizens. Both the threat and
application of criminal punishment are cost-effective means to an end:
protecting the public, preventing disorder, and reducing social harm.
5. To
what extent do you believe juveniles are rational in their behavior? What are
the implications of your answer for the justice system?
A: Answers will vary
Chapter Four
Gender and Juvenile Justice
CHAPTER OVERVIEW
The theories reviewed in Chapter 3 largely reflect social
thought from the late 1800s, up through the 1900s, and into the 2000s.
Throughout much of that time period, males were considered the primary culprits
in committing crime and delinquency. Critics of these early opinions, however,
had their doubts because they recognized that different explanations could be
applied to why females, delinquents in the lower classes, and members of
various racial and ethnic groups got involved in juvenile delinquency. Indeed,
as the collection of data and consideration of the social circumstances of
different groups involved with delinquency increased, attention shifted. Social
observers began calling attention to extreme social circumstances, such as
poverty or violent neighborhoods, as possible contributors to delinquency.
Other observers noted the possible effects of social values and norms that led
to discrimination against females, African Americans, Hispanics, and
lower-class youths. Research began in an effort to sort out the basis for the
differences among these groups and began to become more nuanced in its
observations and thinking. This chapter on causation begins to sort through
those issues.
The chapter initially compares the explanations of why males and
females become involved in antisocial behaviors and presents a feminist theory
of delinquency. The next section considers the various types of female
delinquent offending following an examination of how gender affects the
processing of the female delinquent. The final two sections investigate the
influence of class and race/ethnicity on the handling of male and female
youthful offenders and explore how the categories of gender, class, and race
are interlocked and influence both delinquent behavior and how this behavior is
handled by the juvenile justice system.
CHAPTER OBJECTIVES
LO#1: Outline the various explanations for why adolescent
females become involved in offending
LO#2: Describe a feminist theory of delinquency
LO#3: Identify the relationship between adolescent male and
female offending
LO#4: Describe how gender affects the processing of adolescent
females in the juvenile justice system
LO#5: Identify the relationship between class and delinquency
LECTURE OUTLINE
Social Context of Delinquency: Gender Roles and Delinquency
The Female Delinquent
Why Do Adolescent Females Become Involved in Offending?
1. Biological
and Constitutional Explanations
2. Psychological
Explanations
3. Sociological
Explanations
4. Evaluating
Explanations of Female Delinquency
What Is a Feminist Theory of Delinquency?
What Are the Most Important Dimensions of Female Delinquent
Behavior?
1. Relationship
Between Male and Female Patterns of Adolescent Offending
2. Female
Use of Drugs and Alcohol
3. Adolescent
Females and Prostitution
4. Adolescent
Females and Violent Behavior
5. Gender
Inequality and Processing of the Female Delinquent
6. Thinking
Like a Correctional Professional
7. Class
Oppression
Prevention of Delinquency
1. Gender
Across the Life Course
2. Social
Policy and Juvenile Justice
LIST OF CHANGES/TRANSITION GUIDE
Chapter 4 has:
·
a new focus on gender roles and delinquency, including the
female delinquent, why adolescent females become involved in offending, and the
most important dimensions of female delinquent behavior.
·
a new career box on the juvenile psychotherapist.
·
a new section that examines the programs for girls sponsored by
the Girls, Inc. (formerly called the Girls Club of America).
·
a section on Gender Across the Life Course.
ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES
1. Group
Work: All members of the class should look up what is meant by the social
definition of reality. Then, probably the next day, form small groups or
whatever works best to discuss whether the differences among males, females,
blacks, ethnic groups, or social classes are real or are the result of a social
definition of reality based on social values.
2. Writing
to Learn: Write three fairly long paragraphs of about half a page each that
describe the biological, psychological, and sociological causes of the behavior
of delinquent girls.
3. Class
Presentations: Break the class up into groups for presentations on gender,
social class, and race/ethnicity. Have each group summarize what the book—and
outside sources if time permits—states about each. What are the unique problems
faced by each social construction?
4. Group
Work: Have students discuss what the social definition of reality was like in
their family, neighborhoods, schools, and communities concerning the behavior
of girls, blacks, whites, and social classes. In other words, what were the
social realities that everyone grew up with? How about at their current college
or university?
5. Writing
to Learn: Have each member of the class write a paragraph on the area of
causation on which they are the weakest and then, in small groups or before the
class as a whole, read their answers and revise them on the basis of
suggestions made by other students.
SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS
1. How
has the social context affected the legal context in terms of female
delinquency?
A: Gender
shapes the lives of adolescents in powerful ways. Feminist theory starts with
the assumption that juvenile females are positioned in society in ways that
produce vulnerability to
victimization by males, including abuse and the negative effects
of poverty. Little disagreement exists on whether adolescent females experience
life differently than adolescent males. Feminist theory of delinquency examines
adolescent females’ sexual and physical victimization at home and the
relationship between these experiences and their crimes. This position argues
that the structural categories of gender, class, and race are more helpful than
individual or socio-psychological explanations in understanding women’s
involvement in crime.
2. How
is an understanding of gender learned?
A: Research
Triangle Institute (RTI)
formed the Girls Study Group with the goal of developing a research foundation
that will enable communities to make sound decisions about how best to prevent
and reduce delinquency and violence by girls. The work of the Girls Study Group
is guided by the following research questions:
·
Who is the delinquent girl?
·
What are the risks and protective factors
associated with girls’ delinquency?
·
What are the pathways to girls’
delinquency?
·
What programs can prevent girls from
becoming delinquent?
·
What are the system responses to girls’
delinquency?
·
What are the life consequences of girls’
delinquency?
The Girls Study Group is currently involved in giving
presentations and authoring papers about the issue of female delinquency and
promises to be helpful in better understanding the female delinquent in the
future.
3. Has
your experience led to the conclusion that social class matters in the way
individuals are perceived and handled in this society?
A: Answers will vary
4. What
are the main explanations of female delinquency?
A: The first step along females’ pathway into the juvenile
justice system is victimization. Parents, siblings, or relatives may have
sexually abused them at home, and the girls run away.
The second step along females’ pathway into the juvenile justice
system involves substance abuse. Substance abuse is highly correlated with
early childhood sexual victimization, especially among white females. The
literature also consistently reports a strong link between childhood abuse and
the later development of alcoholism and other drug problems. Significantly, at
about the same age as the victimization occurred (usually when the girls were
between thirteen and fourteen years old), the girls started using addictive
substances.
A third step along females’ pathway into the juvenile justice
system involves girls acting out at home, in school, in sexual activity, in law-violating
acts, and in gang involvement. Emotional problems and drugs tend to influence
their negative behavior and, as a result, girls do poorly in school, are
sometimes suspended or expelled, or drop out and often runs away from home.
Once caught, the girls come before the juvenile court, or they are referred to
the court for their involvement in gangs or delinquent behaviors.
5. What
is the feminist theory?
A: Feminist theory of delinquency examines adolescent females’
sexual and physical victimization at home and the relationship between these
experiences and their crimes. This position argues that the structural
categories of gender, class, and race are more helpful than individual or
socio-psychological explanations in understanding women’s involvement in crime.
The feminist theory of delinquency argues that girls’ victimization and the
relationship between that experience and girls’ crime are largely ignored. It
has long been understood that a major reason for girls’ presence in juvenile
court is their parents’ insistence on their arrest. Those who study female
offending, as well as those who work with female offenders, have discovered
that a substantial number are victims of both physical and sexual abuse.
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