In an effort to understand the root causes of this social problem, this study will apply social learning theory to create a learning model for domestic abuse. Social learning theory suggests that the “principle part of the learning of criminal behavior occurs within intimate personal groups” (Akers & Sellers, 2009, p. 86). The home is the initial training ground and gives signals of what is considered ‘normal and acceptable’ behavior. This study will evaluate predictors of aggression in the home to determine whether this is a learned behavior and if this lesson will be passed on to children within the home. Literature Review In the article, “Social Learning Theory and Partner Violence: A Research Note”, the authors demonstrate how current explanations for partner violence can be incorporated with Aker’s social learning theory to generate viable indicators of partner violence within relationships.
I aim to highlight how ‘Pathways Theory’ influences the Youth Justice System coupled with the Scaled approach furthermore my knowledge and understanding of offending behaviour as a Youth Offending Officer within my practice, that of my team. Finally I will conclude by assessing the relevance of ‘Pathways Theory’ within youth justice practice. ‘Pathways Theory’ within the youth justice system is research based on criminogenic need and risk classification analysing children and young people at risk of offending and re-offending and their journeys into and out of crime. This research focuses on risk factors which may contribute to offending behaviour during the transition from childhood to adulthood and identifies why children and young people subjected to equivalent risk factors are more susceptible to a lifestyle of offending and why others are more resilient. James & Prout (1997) (cited in France and Homel, p.297) argues that the complexity of childhood is underrated by general approaches, as it is influenced by historical trends, political processes and social contexts.
Discuss the view that some people turn to crime because of their upbringing. Turning to crime by upbringing can be explained by the social, developmental and behaviourist approaches. It can be explained by developmental in Farringtons study of Disrupted Families. Farrington documented the start, duration and end of offending behaviour from childhood to adulthood in families of 411 boys aged 8 and 9. From Farringtons study they concluded that the most important risk factors are criminality in the family and poor child-rearing.
If crime can be scientifically proven to say that crime can be, or is inherited, then what about the children who have criminals as parents? With that being said, is there help for these children who are born having parents for criminals? It is said that traits associated with criminality have a genetic basis [ (Siegel, 2011) ]. In this theory, or view, genetic makeup is carried on to children, antisocial behavior is inherited and abnormality is tied to a wide range of antisocial behavior [ (Siegel L. J., 2011) ]. Though hard to determine rather antisocial behavior and genetic makeup is linked to being inherited, or just a product of a learned behavior; criminologists have tested the effects of inheritance on crime [ (Siegel L. J., 2011) ].
This sample was then compared to a small sample of military personnel. Lombroso failed to recognise that correlation does not imply causality. Just because these people all shared similar physical anomalies, does not imply that they were criminals, these physical abnormalities could have been a result of poverty and deprivation of basic needs in life. Lombroso's study was also criticised as the army group he used for his comparison all had violent tendencies anyway and were not a subjected sample of society. In later years, Lombroso's theory has moved from the genetic approach towards the environmental approach.
Victimology: A Study of Crime Victims 1 Victimology is an important element in the process of learning about crime victims, the needs of the victims, and even about the perpetrator of the crime. It identifies the victims, reveals their physical and mental state before and after the crime, their social interactions, and ideas as to why they were a victim. Victimology does not give the reasons why a particular person is chosen by an offender, however it will give general overview of victim selection (Petherick, “Victimology” 2010) The definitions of victimology vary in the use of words within the definition, such as victim, crime victim or behavior of crime victim. Victimology as an academic term containing two elements; the Latin word “victima” which translate into victim and the Greek word “logos” which means a system of knowledge (Dussich “Victimology ‘Past, Present and Future’”2000). In it’s simplest definition, victimology is the study of the victim or victims of a particular offender (Wallace & Roberson 2011: 3).
I do think that courts should consider other factors, like the severity of the crime, the juvenile's previous criminal record and their upbringing, before determining if they should be tried as an adult. But, it should still be the goal of the court system to attempt to educate juveniles, rather than throwing in the towel at the first sign of violence, and sending them to prison with even more violent, hardened criminals. Some say that children who commit adult crimes such as murder should be tried as adults. Then you should be tried as an adult no matter your age. If you take a life from one you should suffer the same punishment if your 15 or if your 43.
For example, failing schools are often turned into academies which then specialise in one area and receive investment from the private sector. This makes them more attractive and the school improves. It can, however, be argued that the National Curriculum does not ensure that all pupils receive the same education; private schools, grammar schools and faith schools are exempt from it and get to place emphasis on certain areas in education that they wish to focus on. Also, Coard would suggest that the curriculum is ethnocentric and centres on British society and history and so all the pupils do not receive a similar education. Marxists would also say that the National Curriculum does not ensure a standard education throughout the education system because the education system places more value on middle class knowledge than on working class knowledge and so they are disadvantaged and receive a different education to other classes.
This study will also try to offer suggestions as to how further studies can be improved and how to solve the problem of juvenile delinquency. It will also present some of the limitations that can be faced when conducting studies on this topic of juvenile delinquency. Definition of terms Juvenile delinquency- this is the broad-based term given to juveniles who commit crimes. Juveniles are defined as individuals who haven’t reached adulthood or the age of majority. (http://www.wisegeek.com/what-is-juvenile-delinquency.htm) Delinquency- this is defined as, failure or omission of duty; a fault; a misdeed; an offense; a misdemeanor; a crime.
When someone is labelled an offender they are forced by society to live according to this label which could minimise their chances of being law abiding citizens and limit their chances of finding decent jobs. When deviants realise that society is defining them as thieves or offenders, they feel the need to act out on these labels. Deviants then try to adapt to their new profile by participating in various deviant (criminal)