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Class Name, Instructor Name. Date, Semester. Criminology 2011. Chapter 8. SOCIOLOGICAL THEORIES: EMPHASIS ON SOCIAL PROCESS. CHAPTER OBJECTIVES. 8.1. Be familiar with the assumptions of learning theory. Be able to describe and critique Sutherland's differential association theory. 8.2. - PowerPoint PPT PresentationTRANSCRIPT
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Class Name,Instructor Name
Date, Semester
Criminology 2011
Chapter 8SOCIOLOGICAL
THEORIES: EMPHASIS ON SOCIAL
PROCESS
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
8.2
8.3
8.4
8.5
8.6
Be able to describe and critique Sutherland's differential association theory.
Be familiar with the other learning theories discussed in the text: Glaser's differential identification theory,
Bandura's social learning theory, and Burgess and Akers' differential reinforcement theory.
Be familiar with the assumptions of control theory.
Be able to describe and evaluate Reckless's containment theory.
Be able to describe and evaluate Sykes and Matza's neutralization and drift theory.
CHAPTER OBJECTIVES8.1 Be familiar with the assumptions of learning theory.
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
8.8
8.9
8.10
8.11
Be able to describe and evaluate Gottfredson and Hirschi's self-control theory.
Be familiar with Tittle’s control balance theory.
Be familiar with Colvin and Cullen’s coercive control and social support theory.
Understand the integration of social process and structural explanations.
CHAPTER OBJECTIVES
8.7Be able to describe and evaluate Hirschi's social
control theory, including its implications for gender, race, class, and age.
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
8.13
8.14
Be able to describe and evaluate the specific life-course theories discussed in the text: Elliott’s integrated strain-control theory, Thornberry’s
interactional theory, Moffitt’s life-course-persistent/adolescence-limited theory, and
Sampson and Laub’s age-graded theory.
Appreciate the promise and problem of theoretical integration.
CHAPTER OBJECTIVES
8.12Be familiar with life-course theories and the life-course
approach.
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be familiar with the assumptions of learning theory.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.1
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8.1
See criminality as the result of the socialization process we all experience.Because of their individual circumstances, some people learn and practice behaviors that the larger society condemns. These theories tell us how people come to adopt these views and how and why these views result in crime.Crime and delinquency are a consequence of “wrong” socialization.
Assumptions of learning theory:
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be able to describe and critique Sutherland's differential association theory.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.2
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8.2Criminal Behavior Is Learned in Interaction with Others in the Process of Communication
Differential Association Theory
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be familiar with the other learning theories discussed in the text: Glaser's differential identification theory, Bandura's social learning theory, and Burgess and Akers' differential reinforcement theory.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.3
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8.3
Differential Identification
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8.3
Social Learning
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
7.8 Social Learning Theory
Differential Association
ReinforcementModeling/Imitation
SocialLearningTheory
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Differential Association-Reinforcement Theory8.3
Differential Association
OperantConditioning
DifferentialAssociation
Reinforcement
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be familiar with the assumptions of control theory.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.4
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8.4
Why Don’t People Commit Crime?
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be able to describe and evaluate Reckless's containment theory.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.5
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Containment Theory
17
8.5
Pushes Towards
crime
Pulls Towards Crime
Containment The Criminal Event
Crime Results When Control Mechanisms or “Containments” Fail to Protect the Individual
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be able to describe and evaluate Sykes and Matza's neutralization and drift theory.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.6
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Denial of Responsibil
ityDenying
the Victim
Denial of Injury
Condemning the
Condemners
Appeal to Higher Loyalties
8.6
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be able to describe and evaluate Hirschi's social control theory, including its implications for gender, race, class, and age.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.7
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Criminal Behavior
Conforming Behavior
8.7 Social Bond Theory
AttachmentFamilySchoolPeers
CommitmentFutureCareerFamilyPersonal Goals
InvolvementSchool ActivitiesSports TeamsReligious ActivitiesSocial Clubs
BeliefHonestyMoralityFairnessResponsibility
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Sociodemographic Factors8.7
Gender
Race and
Class
Age
22
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be able to describe and evaluate Gottfredson and Hirschi's self-control theory.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.8
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Crime and
Analogous
Behavior
Low Self-
Control
8.8 Self Control Theory
Ineffective Parenting
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be familiar with Tittle’s control balance theory.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.9
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8.9
Control-Balance Theory
Control Surplus
Control DeficitBalance
CONTROL RATIO(Ratio of Exercised Control Experienced)
HighLowHigh
PROBABILITY OF DEVIANCE
Repressive & PredatoryBalanceAutonomous &
Acquisitive
TYPE OF DEVIANCE
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be familiar with Colvin and Cullen’s coercive control and social support theory.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.10
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8.10
Social Support
Coercion Control
Crime
Crime
REDUCES
CAUSES
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Understand the integration of social process and structural explanations.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.11
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
8.11
Social ProcessStructural Explanations
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be familiar with life-course theories and the life-course approach.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.12
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8.12
Adult Criminalit
y
Adolescent
Delinquency
Childhood Problems
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Be able to describe and evaluate the specific life-course theories discussed in the text: Elliott’s integrated strain-control theory, Thornberry’s interactional theory, Moffitt’s life-course-persistent/adolescence-limited theory, and Sampson and Laub’s age-graded theory.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.13
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
8.13
Strain-Control Theory
Strain
Social LearningSocial Control
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
8.13 Thornberry's Interactional Theory
Environment in Which
Delinquency Can Be
Learned; Rule-Violating
Behavior Is Rewarded
Weakened Bond to
Conventional Society
Cause of Delinquency
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Moffitt’s Dual Taxonomic Theory
36
8.13
10%
100%
60%
40%
20%
80%
90%
70%
50%
30%
Prev
alen
ce o
f Ant
isoc
ial B
ehav
ior
Age5 1
015
20
25
30
35
40
45
Adolescence Limited
Life CoursePersistent
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8.13
Moffitt’s Dual Taxonomy: Adolescent Limiteds
Little to No Antisocial Behavior
DelinquencyOvercome
Maturity GapSocial Mimicry
Desist: No Adult Crime
Maturity Gap ClosedCosts of Crime Rise
Childhood Adolescence Adulthood
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8.13
Moffitt’s Dual Taxonomy: Life-Course Persistent
Antisocial ConductNeuro-Psychological
Deficits & Environment
Serious DelinquencyCumulative
Consequences
Continue Criminal Behavior
Childhood Adolescence Adulthood
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
8.13
Laub and Sampson's Age-Graded Theory
Establish Social
Bonds With Adult
Institutions of Informal
Social Control
Adult Criminal Behavior
Turning Point:
Marriage
Turning Point:
Employment
Desist from Crime
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
Appreciate the promise and problem of theoretical integration.
Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes
8.14
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8.14
Promise Problemsvs.
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© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
8.2
8.3
8.4
8.5
8.6
Be able to describe and critique Sutherland's differential association theory.
Be familiar with the other learning theories discussed in the text: Glaser's differential identification theory,
Bandura's social learning theory, and Burgess and Akers' differential reinforcement theory.
Be familiar with the assumptions of control theory.
Be able to describe and evaluate Reckless's containment theory.
Be able to describe and evaluate Sykes and Matza's neutralization and drift theory.
CHAPTER SUMMARY8.1 Be familiar with the assumptions of learning theory.
![Page 43: Class Name, Instructor Name](https://reader036.vdocuments.us/reader036/viewer/2022062310/568165f9550346895dd92707/html5/thumbnails/43.jpg)
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
8.8
8.9
8.10
8.11
Be able to describe and evaluate Gottfredson and Hirschi's self-control theory.
Be familiar with Tittle’s control balance theory.
Be familiar with Colvin and Cullen’s coercive control and social support theory.
Understand the integration of social process and structural explanations.
CHAPTER SUMMARY
8.7Be able to describe and evaluate Hirschi's social
control theory, including its implications for gender, race, class, and age.
![Page 44: Class Name, Instructor Name](https://reader036.vdocuments.us/reader036/viewer/2022062310/568165f9550346895dd92707/html5/thumbnails/44.jpg)
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved
8.13
8.14
Be able to describe and evaluate the specific life-course theories discussed in the text: Elliott’s integrated strain-control theory, Thornberry’s
interactional theory, Moffitt’s life-course-persistent/adolescence-limited theory, and
Sampson and Laub’s age-graded theory.
Appreciate the promise and problem of theoretical integration.
CHAPTER SUMMARY
8.12Be familiar with life-course theories and the life-course
approach.