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Week 4 Notes

by: Luppino70
GPA 3.4

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Week 4 Notes
Youth Crime and Juvenile Justice
Dr. Justin Patchin
Class Notes
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This 4 page Class Notes was uploaded by Luppino70 on Thursday September 29, 2016. The Class Notes belongs to CRMJ 302 at University of Wisconsin - Eau Claire taught by Dr. Justin Patchin in Fall 2016. Since its upload, it has received 4 views. For similar materials see Youth Crime and Juvenile Justice in Criminology and Criminal Justice at University of Wisconsin - Eau Claire.

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Popular in Criminology and Criminal Justice


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Date Created: 09/29/16
Ch. 5 Thursday, September 22, 2016 9:32 AM 9:22 PM Most of what is in here came from the textbook. These things were talked about in class. Social Conflict Theory: Society is at constant conflict and looking at the role government and social institutions have on social control. Labeling Theory: the thought that one subconsciously notices the labels put on themselves and the individual reacts by using those labels for the foundation of their self-identity. How people are labeled will affect them and their behavior Stigmatize: To place people in a category of disgrace. Seeing someone was disgraceful or disreputable Social Reaction: How society reacts and labels Symbolic Interaction: We communicate through symbols, which can be signs or gestures or words or etc., that have meaning. Status Symbol: Something in an act or physical possession that shows someone's social one economic status Reflected Appraisal: when someone becomes aware of how they are seen and they use that as their foundation of self-perception Self-fulfilling Prophecy: someone acting based on how they are labeled because they believe that they are this way. Deviant behavior due to being labeled a deviant. Primary Deviance: Violating a social norm that has no to little effect on the individual who performed that act and was forgotten about shortly after committing it. But being caught and being given the label Secondary Deviance: Deviant acts that define the person and make a new identity for them that comes from the label. Degradation Ceremony: Public showing that labels people as being deviant and thus changes their self-image. Someone is formally labeled, usually seen in court Juveniles are impressionable, if they are caught and given a negative identity may believe they are that and will influence their behavior Social Reaction and Delinquency Prevention Deinstitutionalization: Getting juveniles out of adult prisons and into community-based programs so they avoid the stigma that goes with being in a prison. Nonintervention: Addressing delinquent behavior without bringing them to the juvenile justice system to avoid a formal label. Shame: Feeling when we disappoint ourselves or those that matter to us. Reintegrative Shame: getting offenders to understand what they did wrong where they feel shame but is then is followed by ceremonies of forgiveness, acceptance and apology. You are welcome here and one of us but you need to act like one of us. Restorative Justice: trying to fix social harmony by teaching right and wrong through humane and non-punishment ways Community Schools Police Courts Sentencing Circle: bringing in offenders, victims, and other community members to think of an appropriate sanction to help the needs of everyone. Retrospective Reading: Trying to understand current behavior from past behavior Dramatization of Evil: A Social implication of looking at the person as not someone who did a bad thing but they are truly evil. Ch. 6 Developmental Theories Thursday, September 22, 2016 10:21 AM Developmental Theory: Delinquency is influenced by social experiences and individual traits Life-Course Theory: Looking at changes of criminality over ones whole life. Looking at stages of someone's life; their transitions. See disruptions in normal development Problem Behavior Syndrome: a collection of antisocial behavior that may be from family problems, educational underachievement, substance abuse, etc. It is almost always coming from more than one source and often more than one form of deviance Social Development Model: Focus on pro-social behaviors. Many skills a child develops makes them less likely to engage in delinquency. Forming pro-social bonds and with the positive skills developed and opportunities and celebration for applying the skills will result in correct and healthy behaviors. Interactional Theory: Looking at relationships that are reciprocal. Good family relationships will lead to good friends and romantic life, good etc. Being around bad friends will start having a bad relationship with parents, etc. eroding of social bonds leads to delinquency. Age-Graded Theory: Sampson and Laub. Turning Points: Creation of informal social controls that limit deviant behavior. Cumulative Disadvantage: previous social problems and make more problems that accumulate to further trouble. Social Capital: Having good relationships that lead to having great social contacts and bigger status and power Stakes in Conformity: Being involved with an organization or relationship and staying connected and committed to that and avoiding criminal acts to not damage those connections Latent Trait: one controlling thing about someone, either a characteristic or condition, that has some individuals prone to delinquency over there whole life. Being born with it or obtaining something early in life. Propensity: a built in tendency or preference to acting a certain way. General Theory of Crime: developmental theory that is Social Control Theory but adding in biosocial, psychological, routine activities, and rational choice theories. Self Control Theory: Antisocial behavior is the result of impulses that the person cannot control. Low self-control means more risk of engaging in crime Parenting has an influence on this. Gottfredson and Hirschi said that self-control is developed at age 8 and does not change significantly after that. Opportunities to commit crimes are constant and if self-control is low than the greater chance of jumping on it. Trajectory Theory: Many independent paths to being a delinquent are possible with different classes of offenders. Put on a path that can lead to greater deviance later or one may change their path. Age of onset: When youth begin their delinquent careers. The earlier it is the worse off the child usually is and the biggest indicator of future behavior. Moffit Adolescent Limited Offenders: Kids who get into small trouble but their misbehavior stops when they reach adulthood. Kids who have strong social bonds and will likely refrain from delinquency in the future Life Course Persistent Offenders: Those who start crime earlier than 'normal' and continue on into adulthood Authority Conflict Path: early age start with stubbornness and dislike of authority leading to defiance and authority avoidance Covert Path: Minor underhand behavior that slowly builds to more serious crimes Overt Path: small aggression that builds to fighting and then violent delinquency. Implications Give kids counseling who are going through transitions, Provide Jobs for parents to help them, Build families, rehab and treatment for early intervention


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