This document discusses crime prevention and punishment from various sociological perspectives. It examines strategies for preventing crime, ranging from situational crime prevention to community programs addressing root causes. It also looks at different views of punishment, including deterrence, rehabilitation and incapacitation. Additionally, it covers trends in victimization and the concept of victimology - the sociological study of victims, their experiences and how some groups are at higher risk of being victimized.
This presentation covers two articles by Ruth Benedict and Margaret Mead, namely Psychological types in the cultures of the Southwest and Introduction to Sex (1930) and Temperament in Three Primitive Societies (1935).
This presentation covers two articles by Ruth Benedict and Margaret Mead, namely Psychological types in the cultures of the Southwest and Introduction to Sex (1930) and Temperament in Three Primitive Societies (1935).
Unit III Criminological Theories Related to Juvenile .docxmarilucorr
Unit III: Criminological
Theories Related to Juvenile
Delinquency
Introduction
• As we move into Unit III of your Juvenile Delinquency course,
we will start to examine and analyze the underlying reasons of
why juveniles commit delinquent acts and/or status offenses.
Criminological Theories
• Criminology itself is the study of theories that attempt to
provide an understanding of criminal behavior and/or crime.
• In this unit, we will take a closer look at criminological theories
related to juvenile delinquency, and in particular, juvenile gangs
in America.
• Before we start into your readings for this unit, let’s examine
the following question: In your opinion, why do juveniles
commit delinquent acts and/or status offenses?
• If you forgot what status offense means, make sure you revisit
Unit I and Unit II of this course to refresh your memory.
Little John: A Juvenile’s Story
• Watch the video about interactions
between Officer McDonald and Little
John, a juvenile
https://online.columbiasouthern.edu/csu_c
ontent/courses/emergency_services/bcj/bc
j2201/15K/video/unitiii_video.mp4
• Click here to access the transcript for this
video.
Let’s begin this unit with learning more about Little John.
https://online.columbiasouthern.edu/csu_content/courses/emergency_services/bcj/bcj2201/15K/video/unitiii_video.mp4
https://online.columbiasouthern.edu/CSU_Content/courses/Emergency_Services/BCJ/BCJ2201/15K/transcripts/BCJ2201_UnitIII_Transcript.pdf
https://online.columbiasouthern.edu/csu_content/courses/emergency_services/bcj/bcj2201/15K/video/unitiii_video.mp4
https://online.columbiasouthern.edu/csu_content/courses/emergency_services/bcj/bcj2201/15K/video/unitiii_video.mp4
Criminological Theories
• Throughout the years, the truth has been sought by requesting
guidance from kings, priests, and philosophers.
• Today, however, we utilize science, which offers more accurate
answers.
• The two basic tools of science are theory and research.
• Research includes the collection of data that leads to the
identification of important variables as well as any related
variables. This, in turn, leads to new directions.
Criminological Theories
• A theory attempts to explain the events in the world (Bartollas
& Miller, 2011). It seeks to provide an explanation for the who,
what, when, where, why, and how events occur.
• Although theories try to explain events, they are not final. For
example, one theory may explain one behavior but not
another. Additionally, a theory may not explain a behavior for
all individuals.
Criminological Theories
• In the study of juvenile delinquency, there are some prominent
criminological theories that take center stage when examining
the complex issue of juvenile delinquency:
• rational choice theory,
• social learning theory, and
• strain theory.
• It is not to say that these are the only theories that exist in the
study of criminology; however, these three pa ...
Unit III Criminological Theories Related to Juvenile .docxmarilucorr
Unit III: Criminological
Theories Related to Juvenile
Delinquency
Introduction
• As we move into Unit III of your Juvenile Delinquency course,
we will start to examine and analyze the underlying reasons of
why juveniles commit delinquent acts and/or status offenses.
Criminological Theories
• Criminology itself is the study of theories that attempt to
provide an understanding of criminal behavior and/or crime.
• In this unit, we will take a closer look at criminological theories
related to juvenile delinquency, and in particular, juvenile gangs
in America.
• Before we start into your readings for this unit, let’s examine
the following question: In your opinion, why do juveniles
commit delinquent acts and/or status offenses?
• If you forgot what status offense means, make sure you revisit
Unit I and Unit II of this course to refresh your memory.
Little John: A Juvenile’s Story
• Watch the video about interactions
between Officer McDonald and Little
John, a juvenile
https://online.columbiasouthern.edu/csu_c
ontent/courses/emergency_services/bcj/bc
j2201/15K/video/unitiii_video.mp4
• Click here to access the transcript for this
video.
Let’s begin this unit with learning more about Little John.
https://online.columbiasouthern.edu/csu_content/courses/emergency_services/bcj/bcj2201/15K/video/unitiii_video.mp4
https://online.columbiasouthern.edu/CSU_Content/courses/Emergency_Services/BCJ/BCJ2201/15K/transcripts/BCJ2201_UnitIII_Transcript.pdf
https://online.columbiasouthern.edu/csu_content/courses/emergency_services/bcj/bcj2201/15K/video/unitiii_video.mp4
https://online.columbiasouthern.edu/csu_content/courses/emergency_services/bcj/bcj2201/15K/video/unitiii_video.mp4
Criminological Theories
• Throughout the years, the truth has been sought by requesting
guidance from kings, priests, and philosophers.
• Today, however, we utilize science, which offers more accurate
answers.
• The two basic tools of science are theory and research.
• Research includes the collection of data that leads to the
identification of important variables as well as any related
variables. This, in turn, leads to new directions.
Criminological Theories
• A theory attempts to explain the events in the world (Bartollas
& Miller, 2011). It seeks to provide an explanation for the who,
what, when, where, why, and how events occur.
• Although theories try to explain events, they are not final. For
example, one theory may explain one behavior but not
another. Additionally, a theory may not explain a behavior for
all individuals.
Criminological Theories
• In the study of juvenile delinquency, there are some prominent
criminological theories that take center stage when examining
the complex issue of juvenile delinquency:
• rational choice theory,
• social learning theory, and
• strain theory.
• It is not to say that these are the only theories that exist in the
study of criminology; however, these three pa ...
Research questionsIt was not known how criminal offenders percei.docxaudeleypearl
Research questions
It was not known how criminal offenders perceive and mentally represent the world around them
It was not known what role perception plays in an individual’s potential to commit crime
The basis of Cognitive theory
Cognitive is defined as an ability to process information: Cognition has to do with one's ability to learn information quickly, memorize, and understand information they receive. Therefore, cognitive theories of crime fall under the psychological theories of criminal behavior. It's important to know that there are different theories that attempt to explain acts of criminal behavior.
Cognitive-behavioral theory combines the principles of social and developmental psychology and those of experimental-clinical psychology. The theory, applied to crime and delinquency, proposes that social behavior is learned. To understand why and how people commit crimes, psychologists and sociologists often study, analyze, and develop explanations of why these behaviors exist. Cognitive theory is one of many psychological theories of criminal behavior. Cognitive theories of crime explain criminal behavior as a defect in moral thinking, thought processes, and mental development. Cognitive theories focus on how we perceive the world around us, how we think, and the factors that influence our mental development (family upbringing, parental modeling, personality, intelligence). These theories help to explain how we develop morally in our thought process. Cognitive theories also help us to understand how an individual's personality and intelligence level are linked to delinquency.
Theoretical framework : theory of cognitive development
Jean Piaget: Moral and intellectual development. People construct a mental model of the world from childhood. Thus, from birth onward an individual will continue to develop. It is a process which occurs due to biological maturation and interaction with the environment.
Bandura maintains that individuals are not born with an innate ability to act violently. He suggested that, in contrast, violence and aggression are learned through a process of behavior modeling (Bandura, 1977). In other words, children learn violence through the observation of others. Aggressive acts are modeled after three primary sources: (1) family interaction, (2) environmental experiences, and (3) the mass media.
Lawrence Kohlberg (1927–1987), who applied the concept of moral development to criminological theory. Kohlberg (1984) believed that individuals pass through stages of moral development. Most important to his theory is the notion that there are levels, stages, and social orientation. The three levels are Level I, preconventional; Level II, conventional; and Level III, postconventional. With respect to the different stages, Stages 1 and 2 fall under Level I. Stages 3 and 4 fall under Level II, and Stages 5 and 6 fall under Level III.
The next subdiscipline is the information-processing branch. This area is predicated on the no ...
Research questionsIt was not known how criminal offenders percei.docxgholly1
Research questions
It was not known how criminal offenders perceive and mentally represent the world around them
It was not known what role perception plays in an individual’s potential to commit crime
The basis of Cognitive theory
Cognitive is defined as an ability to process information: Cognition has to do with one's ability to learn information quickly, memorize, and understand information they receive. Therefore, cognitive theories of crime fall under the psychological theories of criminal behavior. It's important to know that there are different theories that attempt to explain acts of criminal behavior.
Cognitive-behavioral theory combines the principles of social and developmental psychology and those of experimental-clinical psychology. The theory, applied to crime and delinquency, proposes that social behavior is learned. To understand why and how people commit crimes, psychologists and sociologists often study, analyze, and develop explanations of why these behaviors exist. Cognitive theory is one of many psychological theories of criminal behavior. Cognitive theories of crime explain criminal behavior as a defect in moral thinking, thought processes, and mental development. Cognitive theories focus on how we perceive the world around us, how we think, and the factors that influence our mental development (family upbringing, parental modeling, personality, intelligence). These theories help to explain how we develop morally in our thought process. Cognitive theories also help us to understand how an individual's personality and intelligence level are linked to delinquency.
Theoretical framework : theory of cognitive development
Jean Piaget: Moral and intellectual development. People construct a mental model of the world from childhood. Thus, from birth onward an individual will continue to develop. It is a process which occurs due to biological maturation and interaction with the environment.
Bandura maintains that individuals are not born with an innate ability to act violently. He suggested that, in contrast, violence and aggression are learned through a process of behavior modeling (Bandura, 1977). In other words, children learn violence through the observation of others. Aggressive acts are modeled after three primary sources: (1) family interaction, (2) environmental experiences, and (3) the mass media.
Lawrence Kohlberg (1927–1987), who applied the concept of moral development to criminological theory. Kohlberg (1984) believed that individuals pass through stages of moral development. Most important to his theory is the notion that there are levels, stages, and social orientation. The three levels are Level I, preconventional; Level II, conventional; and Level III, postconventional. With respect to the different stages, Stages 1 and 2 fall under Level I. Stages 3 and 4 fall under Level II, and Stages 5 and 6 fall under Level III.
The next subdiscipline is the information-processing branch. This area is predicated on the no.
Now that you have examined two theories of crime and how they migh.docxhenrymartin15260
Now that you have examined two theories of crime and how they might explain any particular crime, it is time to examine how criminal justice responses to crime may be shaped by these theories. For this part of your course project, complete the following:
Discuss your first theory and how criminal justice responses may be formed based on the assumptions of this theory.
Discuss your second theory and how criminal justice responses may be formed based on the assumptions of this theory.
Examine any actual criminal justice responses that have been implemented based on the assumptions of these theories.
This assignment should be at least two 2-3 pages in length (adding to the final paper).
Use at least 3-5 scholarly sources that discuss a criminal justice response. These sources must be properly cited using APA format. Students should seek out peer-reviewed scholarly journal articles from LIRN to complete this assignment or explore the National Criminal Justice Reference Service for examples of how the criminal justice system has responded.
Abstract and conclusion
Abstract
This paper will be on two criminology theories; the positivist and the classical theory. These two theories will be discussed and how the criminal justice system responded towards the assumptions. It explains how certain crimes are looked at and also dealt with.
The commitment of various criminal activities attracts action from the criminal justice system. However, on many different occasions, the criminal justice system has been criticized for handling those who commit crime with great leniency and mercy. The only way that crime can be reduced and those who intend to commit crimes in future stopped is through institution of various reforms in the criminal justice system. Through two of the criminal theories, the criminal justice system can be reformed and help and guide on making adjustments in the theory (Siegel, 2012). The two theories are the positivist theory of criminology and the classical theory of criminology. The two could help enhance the responses of the criminal justice system in the following ways.
This theory of criminology holds on to the fact and aspect that the intelligence of an individual is a central factor and issue in committing various criminal activities. A low level of intelligence in individuals is believed to be at the center of engagement in various crimes. On the basis of this theory, the criminal justice system t can benefit in the following ways in enhancing to cases where individuals engage in criminal activities such as child abuse due to low levels of intelligence.
The criminal justice system should ensure that individuals who commit crimes that they are very well aware of and capable of preventing themselves from engaging in have a mental check up before they convict them and institute heavy penalties. There should be no mercy to an individual who commits a crime and the best way to penalize such individuals by the criminal justice.
Criminology is the scientific study of the nature, extent, management, causes, control, consequences,
and prevention of criminal behavior, both on individual and social levels.
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Essay on Criminology
1. Name:
Crime and Deviance:
Control, punishment and
victims
In this topic you are examining what can be done to prevent crime, ranging from
changing the immediate situation where crime occurs, to community programs
designed to tackle the root causes of offending.
One view increasingly popular with politicians is that tougher punishments,
especially prison, are the best way to prevent crime. In this topic, we look at
the nature and functions of punishment from a number of perspectives, and we
consider reasons for the rapid growth in the prison population.
In previous topics we have seen how certain groups are likely to be victims of
crime. We conclude this topic with a closer look at victims and ‘victimology’,
including which groups are at greatest risk of victimisation.
2. Learning objectives:
After studying this topic you should:
• Understand and be able to evaluate a range of crime prevention and
control strategies;
• Understand and be able to evaluate different perspectives on
punishment;
• Know the main trends in sentencing and understand their significance;
• Know the main patterns of victimisation and be able to evaluate
sociological perspectives on victimisation.
Key questions: Key information
1. How can we prevent crime from • Crime prevention policies
happening? – ‘broken window’;
2. Does our way of punishing really • Punishment of crimes and
the prison system;
work?
• Victimology – the study of
3. What can we learn from victims of
victims;
crime?
• The role of the Criminal
4. What is the role of the criminal Justice system.
justice system?
3.
4.
5.
6.
7. What makes people conform? And when they are tempted not to do so, what
can be done to prevent them deviating? These questions raise the issue of
social control – the capacities of societies to regulate their members’ behaviour
– and crime prevention. This section examines different approaches to these
questions.
Task:
What prevention methods (i) do you take personally to avoid being a victim of
crime in different situations; (ii) are taken in the family home; (iii) have you seen
elsewhere (eg school/ college, shops, transport) in the last few days?
8. Crime prevention and control
1. Using the glossary at the back of the textbook explain what is meant by
‘situational crime prevention’.
2. Summarise the ideas of Ron Clarke (1992) and Marcus Felson (1998).
9. 3. Read the section ‘Displacement’ and ‘Evaluation’. Explain, with
examples, criticisms of situational crime prevention.
4. What is meant by ‘zero tolerance policing’?
5. What did Wilson and Kelling (1992) mean in their article ‘broken windows’?
What problems might arise if their zero tolerance policy is introduced
into a neighbourhood?
10. The Perry pre-school project and crime prevention
The High/Scope Perry Preschool Project is a famous research study started in
1962 by David Weikart in Michigan, USA. The project provided high-quality pre-
school education to three- and four-year-old African-American children living
in poverty and assessed to be at high risk of school failure.
The 123 children involved were divided randomly into two groups. Fifty-eight
children received the High/Scope pre-school programme from 1962 to 1967 and
65 similar children were assigned to a control group. The pre-school activity was
provided each weekday morning in 2.5-hour sessions. The average child-teacher
ratio was 6:1.
The curriculum emphasised active learning, in which the children engaged in
activities that a) involved decision making and problem solving, and b) were
planned, carried out and reviewed by the children themselves, with support
from adults. The teachers also provided a weekly 1.5-hour home visit to each
mother and child, designed to involve the mother in the educational process
and help implement the pre-school curriculum at home.
The project has monitored the achievement, motivation and social behaviour
of the children from the ages of three to 41, with 97% of the study sample
remaining.
Now read the section about this on p. 139 on the textbook.
1 What were the types of activities provided by the project? Why do you
think they were chosen?
11. 2 How does this research add to our understanding of positivist views of
crime prevention?
3 What implications does it have for ‘dealing with the causes of crime’?
12. Punishment
1. Write definitions for the following:
a) Deterrence;
b) Rehabilitation;
c) Incapacitation;
d) Retribution.
13. 2. Use this page to create a mind map showing the perspectives of
Durkheim (functionalism), Marxism and Foucault with regards to
punishment and justice.
14. 3. Sumarise the changing role of prisons.
4. Draw a graph to show the statistics in the penultimate paragraph on p.
141.
15. 5. What did Garland (2001) mean when he said that the USA and the UK
were moving towards an ‘era of mass incarceration’?
6. What is meant by ‘transcarceration’?
17. 1. How does the UN define victims?
2. What does Nils Christie (1986) believe about victims?
3. What is meant by ‘positivist victimology’?
4. Suggest two criticisms of positivist victimology.
5. What is meant by ‘critical victimology’?
18. 6. Suggest two criticisms of critical victimology.
7. Suggest three reasons why the poorest social groups are most likely to be
victims of crime?
8. How does (i) age; (ii) ethnicity; (iii) gender and (iv) repeat victimisation
impact on the likelihood of people becoming victims of crime?
19. 9. Give three examples of the impact crime can have on the victims.
10. Explain what is meant by secondary victimisation and fear of
victimisation.
20. 9. Give three examples of the impact crime can have on the victims.
10. Explain what is meant by secondary victimisation and fear of
victimisation.
21. 9. Give three examples of the impact crime can have on the victims.
10. Explain what is meant by secondary victimisation and fear of
victimisation.