Psychological Psychological Explanations of Criminal Explanations of Criminal BehaviorBehavior

Developmental Pathways of Developmental Pathways of

Juvenile DelinquencyJuvenile Delinquency

MoffittMoffitt’’s theory on pathways to delinquencys theory on pathways to delinquency Patterson’s theory on pathways to delinquencyPatterson’s theory on pathways to delinquency Behaviour disorders in childhood and adolescenceBehaviour disorders in childhood and adolescence Social factors in delinquency in childhood and Social factors in delinquency in childhood and

adolescenceadolescence attachmentattachment Peers Peers Poverty/Social classPoverty/Social class Family (parenting styles; abuse)Family (parenting styles; abuse)

Developmental TheoriesDevelopmental Theories

Age and Criminal BehaviourAge and Criminal Behaviour1.1. A A small numbersmall number of individuals engage in of individuals engage in

persistent antisocial behaviour from an early persistent antisocial behaviour from an early age;age;

2.2. In adolescence, there is a In adolescence, there is a temporary increasetemporary increase in in the number of people involved in antisocial the number of people involved in antisocial behaviour; andbehaviour; and

Moffitt’s theory: there are 2 kinds of adolescent offenders

Developmental TheoriesDevelopmental Theories

Age and Criminal BehaviourAge and Criminal Behaviour What childhood factors predict delinquency?What childhood factors predict delinquency?

At At age 3age 3 years years Measured more than 30 variables measuring the childrenMeasured more than 30 variables measuring the children’’s s

behaviour and developmentbehaviour and development At At age 15age 15 years years

Compared data at age 3 (predictor variables) with antisocial Compared data at age 3 (predictor variables) with antisocial outcome at age 15outcome at age 15

Delinquent or not delinquent at age 15 years Delinquent or not delinquent at age 15 years Temperament, Externalizing problems, Low vocabulary, Temperament, Externalizing problems, Low vocabulary,

Poor social/interpersonal skillsPoor social/interpersonal skills

Juvenile OffendersJuvenile Offenders Childhood Onset (Lifecourse Persistent)Childhood Onset (Lifecourse Persistent)

Serious and persistent antisocial Serious and persistent antisocial behaviourbehaviour

3 – 5% of general population 3 – 5% of general population Adolescent Onset (Adolescent-Limited)Adolescent Onset (Adolescent-Limited)

70% general population70% general population

Moffitt’s explanation…2 kinds of offenders

Life CourseLife Course Adolescent LimitedAdolescent Limited

Crime or antisocial Crime or antisocial behavior beginsbehavior begins

Early (perhaps as early Early (perhaps as early as age 3)as age 3)

Later (usually during Later (usually during early adolescent years)early adolescent years)

Criminal behaviorCriminal behavior Continues throughout Continues throughout lifespanlifespan

Usually stop after early Usually stop after early adulthoodadulthood

Types of criminal Types of criminal behaviorbehavior

AssortedAssorted AssortedAssorted

Developmental Developmental backgroundbackground

Often shows Often shows neurological problems, neurological problems, ADHD, conduct ADHD, conduct problemsproblems

Usually normal and Usually normal and without neurological without neurological problemsproblems

Academic SkillsAcademic Skills Usually below averageUsually below average Usually average to Usually average to above averageabove average

Interpersonal and Interpersonal and social skillssocial skills

Usually below averageUsually below average Usually average to Usually average to above averageabove average

The child who: The child who: Bites and hits at 4 with aggression problemsBites and hits at 4 with aggression problems

Shoplifts and skips school at 10Shoplifts and skips school at 10

Sells drugs and steals cars at age 16Sells drugs and steals cars at age 16

Commits robbery at age 22Commits robbery at age 22

Commits fraud and child abuse at age 30Commits fraud and child abuse at age 30 Different behaviours with same underlying Different behaviours with same underlying

conceptconcept

Life-Course Persistent Life-Course Persistent OffenderOffender

Life-Course Persistent: Life-Course Persistent: The Beginning The Beginning

1)1) Disrupted neuropsychological developmentDisrupted neuropsychological development e.g. drug & alcohol use during pregnancy; brain injuries, nutrition e.g. drug & alcohol use during pregnancy; brain injuries, nutrition

deprivation; abuse and neglect; inherited vulnerabilities) deprivation; abuse and neglect; inherited vulnerabilities) 2)2) ““DifficultDifficult”” child child

impulsive, hyperactive, irritableimpulsive, hyperactive, irritable3)3) Parents of Parents of ““difficultdifficult”” child lack resources to rear effectively child lack resources to rear effectively

Problematic child/environment interactionsProblematic child/environment interactions responds to new situations with same attitudes and responds to new situations with same attitudes and

behaviours behaviours Selects environments that support their delinquent Selects environments that support their delinquent

behaviour. behaviour.

Life-Course Persistent: Life-Course Persistent: Maintenance over the life courseMaintenance over the life course

Cumulative consequences:Cumulative consequences: Problem behaviour early in life, began a series of unfortunate Problem behaviour early in life, began a series of unfortunate

consequences; snowball effect consequences; snowball effect Contemporary consequences:Contemporary consequences: Problem behaviour persists and causes current unfortunate Problem behaviour persists and causes current unfortunate

consequences. consequences.

E.g. temper/difficulty controlling angerE.g. temper/difficulty controlling anger

Restricted behavioural repertoire Restricted behavioural repertoire Do not learn prosocial alternativesDo not learn prosocial alternatives Learn to expect rejectionLearn to expect rejection Miss opportunities to acquire and practice prosocial and interpersonal skills Miss opportunities to acquire and practice prosocial and interpersonal skills

at each stage of development.at each stage of development. ““SnaresSnares”” maintain antisocial behaviour maintain antisocial behaviour

e.g. drug addiction, school dropout, teenage pregnancy e.g. drug addiction, school dropout, teenage pregnancy

Adolescent-Limited Adolescent-Limited Antisocial BehaviourAntisocial Behaviour

Adolescent-Limited Offender are only Adolescent-Limited Offender are only delinquent during adolescence.delinquent during adolescence.

Mimicry and reinforcementMimicry and reinforcement Cross-situational inconsistencyCross-situational inconsistency

At home, at school, with friendsAt home, at school, with friends Temporal instabilityTemporal instability

Temporary, mixed with good behaviourTemporary, mixed with good behaviour

Hypothesized different types of crimeHypothesized different types of crime

Adolescence-Limited: crimes that symbolize Adolescence-Limited: crimes that symbolize adult privilege, independence and controladult privilege, independence and control

Life-course Persistent: Wider array of offences, Life-course Persistent: Wider array of offences, more offences with victimsmore offences with victims

Why does delinquency increase in adolescence? Why does delinquency increase in adolescence? Maturity GapMaturity Gap

Biologically mature, yet without desired social opportunities--Biologically mature, yet without desired social opportunities--creates an angst—want to be more adult and independentcreates an angst—want to be more adult and independent

Life-course persistent boys donLife-course persistent boys don’’t appear to suffer t appear to suffer much from the much from the ““maturity gapmaturity gap”” Independent, have material things, sexual experienceIndependent, have material things, sexual experience Adolescent-Limited Antisocial boys momentarily mimic them Adolescent-Limited Antisocial boys momentarily mimic them

and join in their antisocial activitiesand join in their antisocial activities

Antisocial behaviour is a way to respond to the Antisocial behaviour is a way to respond to the maturity gap angstmaturity gap angst

Adolescent-Limited: Adolescent-Limited: The BeginningThe Beginning

Hypothetical Reinforcers for Hypothetical Reinforcers for Delinquency Include:Delinquency Include:

damaging the quality of intimacy and communication damaging the quality of intimacy and communication with parentswith parents

provoking responses from adults in positions of provoking responses from adults in positions of authorityauthority

finding ways to look older (tattoos; cigarettes, big finding ways to look older (tattoos; cigarettes, big spender with illegal profits)spender with illegal profits)

risk taking (drinking and driving; risking pregnancy; risk taking (drinking and driving; risking pregnancy; shoplifting)shoplifting)

proving maturity and autonomy are strong personal proving maturity and autonomy are strong personal motives for offendingmotives for offending

Adolescent-LimitedAdolescent-LimitedWhy donWhy don’’t all youths become t all youths become antisocial?antisocial?

Some donSome don’’t suffer from t suffer from ““maturity gapmaturity gap”” Mature laterMature later Have adult responsibilities and privileges Have adult responsibilities and privileges

Some donSome don’’t associate with delinquent groupt associate with delinquent group Alienated from the group and canAlienated from the group and can’’t joint join Religious and cultural associationsReligious and cultural associations Rural areas have lower adolescent crime ratesRural areas have lower adolescent crime rates

Adolescent-Limited: Adolescent-Limited: DesistenceDesistenceWhy does antisocial behaviour stop? Why does antisocial behaviour stop?

Respond to changing circumstancesRespond to changing circumstances Behaviour now punishing, not rewardingBehaviour now punishing, not rewarding Ruining chances to attain good job, family, educationRuining chances to attain good job, family, education

Able to changeAble to change Less damaged by cumulative & contemporary consequences Less damaged by cumulative & contemporary consequences Strong social and educational skills Strong social and educational skills They have an option outThey have an option out

Summary of MoffittSummary of Moffitt’’s theorys theory

Life-course Persistent Antisocial BehaviourLife-course Persistent Antisocial Behaviour

Early Neuro-psychological Problems

•Difficult infant•Poor parental rearing•Cognitive difficulties

Childhood behavioural problems

Narrowing options for change

Antisocial behaviour maintained across lifespan

Non-delinquent childhood

Maturity gap

Mimic Lifetime- Persistent Antisocial boys

Antisocial behaviour unrewarding with time

•Prosocial behaviour again

•Flexible; can change

•Have social and educational skills

Adolescent-Limited Antisocial Behaviour

Patterson’s theory – What did you read? What do you think?

AGE

Difficu

lt Temperament

Hyperacti

vity

Aggressive

ness

Withdrawal

Poor Peer R

elations

Academic

Problems

Deviant p

eers

Pre-school Adolescence

Cumulative DisadvantageCumulative Disadvantage

Multiple Developmental PathwaysMultiple Developmental Pathways

Research strongly suggests that there are Research strongly suggests that there are multiple developmental paths toward multiple developmental paths toward antisocial behavior (rather than the two-path antisocial behavior (rather than the two-path theory originally developed by Moffitt).theory originally developed by Moffitt).

Complex behavior requires complex Complex behavior requires complex explanationsexplanations

Developmental AntecedentsDevelopmental Antecedents

Early TemperamentEarly Temperament Child’s emotional predisposition (i.e. stable pattern of Child’s emotional predisposition (i.e. stable pattern of

interpreting and responding to environment).interpreting and responding to environment). Might include:Might include:

Negative emotionality: negative emotions frequent, intense Negative emotionality: negative emotions frequent, intense and out of proportion to circumstances—anger, sad, anxietyand out of proportion to circumstances—anger, sad, anxiety

Not prosocial: not having sympathy and concern for othersNot prosocial: not having sympathy and concern for others Being daring: Being daring: ““sensation seekingsensation seeking””, risky activities, risky activities Attention problems: can’t focus attentionAttention problems: can’t focus attention Verbal deficits: less able to listen, problem-solve, limited Verbal deficits: less able to listen, problem-solve, limited

expressiveness, lowered reading ability expressiveness, lowered reading ability Early Neuropsychological DifficultiesEarly Neuropsychological Difficulties

E.g. Fetal Alcohol Syndrome (FAS)E.g. Fetal Alcohol Syndrome (FAS)

Oppositional Defiant Disorder (ODD):Oppositional Defiant Disorder (ODD): Recurrent Recurrent pattern of angry irritable mood, argumentative and pattern of angry irritable mood, argumentative and defiant behavior or vindictiveness in a child, toward defiant behavior or vindictiveness in a child, toward anyone anyone who is not a sibling who is not a sibling lasting at least 6 monthslasting at least 6 months Loses temper oftenLoses temper often Angry and resentfulAngry and resentful Easily annoyed or touchyEasily annoyed or touchy Argues with authority figuresArgues with authority figures Refuses to comply with requests from authority Refuses to comply with requests from authority

figures or rulesfigures or rules Deliberately annoys othersDeliberately annoys others Blames others for their mistakes or misbehaviorsBlames others for their mistakes or misbehaviors Is vindictive (at least twice in 6 months)Is vindictive (at least twice in 6 months)

Childhood Disorders (DSM-V)Childhood Disorders (DSM-V)

Conduct Disorder (CD) :Conduct Disorder (CD) : Persistent, repetitive pattern of violating basic rights of others Persistent, repetitive pattern of violating basic rights of others and/or age-appropriate societal norms or rules, including:and/or age-appropriate societal norms or rules, including:

Aggression to People and AnimalsAggression to People and Animals E.g., bullies, threatens, or intimidatesE.g., bullies, threatens, or intimidates

Property destructionProperty destruction E.g., sets fires; destroys others propertyE.g., sets fires; destroys others property

Deceitfulness or theftDeceitfulness or theft E.g., broken into property; lies for gainE.g., broken into property; lies for gain

Serious violations of rulesSerious violations of rules E.g., runs away before age 13; truant before age 13E.g., runs away before age 13; truant before age 13

Childhood-onset CD Childhood-onset CD Display at least one symptom before age 10Display at least one symptom before age 10 usually male, aggressive, account for a disproportionate amount of illegal activityusually male, aggressive, account for a disproportionate amount of illegal activity Very stable and persistent antisocial behavior over timeVery stable and persistent antisocial behavior over time

Adolescent-onset CDAdolescent-onset CD Found in girls or boysFound in girls or boys Nothing before age 10Nothing before age 10 Not as much severity or as much psychopathology as the early-onset groupNot as much severity or as much psychopathology as the early-onset group less likely to commit violent offenses or persist as they get olderless likely to commit violent offenses or persist as they get older

Childhood Disorders (DSM-V)Childhood Disorders (DSM-V)

Attention Deficit Hyperactivity Disorder (ADHD)Attention Deficit Hyperactivity Disorder (ADHD) Inattention Inattention (6 or more symptoms - easily distracted, can’t (6 or more symptoms - easily distracted, can’t

sustain attention, does not appear to listen, loses things, no sustain attention, does not appear to listen, loses things, no follow through)follow through)

Hyperactivity and Impulsivity Hyperactivity and Impulsivity (6 of more symptoms – leaves (6 of more symptoms – leaves situations where it is not expected, runs or climbs when it is situations where it is not expected, runs or climbs when it is inappropriate, can’t play quietly, talks excessively, interrupts, inappropriate, can’t play quietly, talks excessively, interrupts, hard to wait their turn, “on the go”)hard to wait their turn, “on the go”)

Occurs in various settingsOccurs in various settings Symptoms present before age 12 yearsSymptoms present before age 12 years

Childhood Disorders (DSM-V)Childhood Disorders (DSM-V)

ADHD, a disorder of interpersonal relationships – ADHD, a disorder of interpersonal relationships –

ADHD children are perceived as annoying and aversive by ADHD children are perceived as annoying and aversive by other children (socially rejection)other children (socially rejection)

They have strained family relationshipsThey have strained family relationships

They struggle in school and have a lower academic They struggle in school and have a lower academic achievementachievement

As adults, they have lower occupational achievement and As adults, they have lower occupational achievement and more interpersonal conflictmore interpersonal conflict

A large number of ADHD children self-report delinquent A large number of ADHD children self-report delinquent behaviours by early adolescence. They are more likely to behaviours by early adolescence. They are more likely to develop Conduct Disorder and Antisocial Personality develop Conduct Disorder and Antisocial Personality Disorder as adultsDisorder as adults

They are more likely to be physically injuredThey are more likely to be physically injured

ETIOLOGY of Juvenile Delinquency:ETIOLOGY of Juvenile Delinquency:Interaction of multiple risk factors Interaction of multiple risk factors

No single cause; multiple influences (biopsychosocial stressors or No single cause; multiple influences (biopsychosocial stressors or vulnerabilities):vulnerabilities):

Psychobiological variablesPsychobiological variables Genetic, cognitive deficits, temperament, hormones, neurotransmittersGenetic, cognitive deficits, temperament, hormones, neurotransmitters

NeuropsychologicalNeuropsychological brain deficits, learning disabilities, fetal alcohol syndrome, ADHDbrain deficits, learning disabilities, fetal alcohol syndrome, ADHD

Parent-child interactionParent-child interaction child rearing, family size, poor supervision, modeling – corporal punishmentchild rearing, family size, poor supervision, modeling – corporal punishment

Familial traitsFamilial traits Mental illness, physical illness, alcoholism, marital discordMental illness, physical illness, alcoholism, marital discord

Moral reasoning deficitsMoral reasoning deficits Social-culturalSocial-cultural

violence, poverty, social classviolence, poverty, social class Schools / peersSchools / peers

peer pressure, bullying, modelingpeer pressure, bullying, modeling Traumatic stressTraumatic stress AbuseAbuse

Parent-Child RelationshipsParent-Child Relationships Think of an adult who shows difficulty in establishing warm, Think of an adult who shows difficulty in establishing warm,

friendly, enduring interpersonal relationships…friendly, enduring interpersonal relationships… Lack the ability to form social attachments, tend to be egocentric Lack the ability to form social attachments, tend to be egocentric

and uncaring.and uncaring. Temperament contributes, but social conditioning factors are Temperament contributes, but social conditioning factors are

more important.more important. Parental influences operates along two dimensions:Parental influences operates along two dimensions:

relationship dimension (attachment; arouse hostile relationship dimension (attachment; arouse hostile emotions which can lead to antisocial behavior)emotions which can lead to antisocial behavior)

structuring dimension – parents’ role is to teach and instill structuring dimension – parents’ role is to teach and instill prosocial norms, values, beliefs, and skills. Poor modeling, prosocial norms, values, beliefs, and skills. Poor modeling, monitoring, and inconsistent disciplining crucialmonitoring, and inconsistent disciplining crucial ..

AttachmentAttachment

Bond of love between parents and child Bond of love between parents and child pivotal to normal development.pivotal to normal development. Failure of attachment to develop in infancyFailure of attachment to develop in infancy The rupture of attachment by abandonment, The rupture of attachment by abandonment,

death, divorcedeath, divorce Contamination of attachment with excessive Contamination of attachment with excessive

anger or anxietyanger or anxiety The atrophy of the bond through neglectThe atrophy of the bond through neglect

Attachment: Learning to CareAttachment: Learning to Care

Look to the family context and attachment to Look to the family context and attachment to parental figures as the prototype for all future parental figures as the prototype for all future social relationshipssocial relationships

Degrees of attachment: secure and Degrees of attachment: secure and independent to insecure and fearfulindependent to insecure and fearful

Bowlby Bowlby separation anxietyseparation anxiety Consistent and nurturing caregivingConsistent and nurturing caregiving Provide the infant the security needed to explore the Provide the infant the security needed to explore the

environment and develop independence.environment and develop independence. Caregiver “safe haven” – first 2 years criticalCaregiver “safe haven” – first 2 years critical

Attachment theory – Ainsworth pursued Bowlby’s work

Secure attachment (Prefers parent to stranger, Trust, Security)

Ambivalent attachment or Anxious-Resistant (Very distressed when parent leaves but does not seem soothed by parent when they return, Wary, Lack of trust)

Avoidant attachment or Anxious-Avoidant (Strangers or parents, who cares!, Avoids caregivers, Assumed to be a result of neglect or abuse)

Disorganized attachment (Fear and comfort, Cling and avoid, Not sure how to react or what to do, Assumed to be the result of inconsistent parenting or abuse)

Attachment & DelinquencyAttachment & Delinquency Disruptions of attachment bond:Disruptions of attachment bond:

Detachment by parent = length and frequency Detachment by parent = length and frequency lead child to stop attaching (to anyone); avoid any lead child to stop attaching (to anyone); avoid any risk of allowing hearts to be broken again; Moffit’s risk of allowing hearts to be broken again; Moffit’s LCP offender in the making.LCP offender in the making.

High conflict families with severely stressed High conflict families with severely stressed parents = insecure attachmentparents = insecure attachment

AttachmentAttachment

Successful peer relations related to positive Successful peer relations related to positive attachments to parents.attachments to parents. Moment of detachment – normal, but may give rise to Moment of detachment – normal, but may give rise to

adolescent limited delinquency.adolescent limited delinquency. Attachment to teachers (any significant adult) related Attachment to teachers (any significant adult) related

to non-delinquency/attachment.to non-delinquency/attachment. They seek to attach, must give them the opportunity They seek to attach, must give them the opportunity

(those guys who make prison staff their new family)(those guys who make prison staff their new family)

Family Factors: Parenting StylesFamily Factors: Parenting Styles

The The ““difficult infantdifficult infant”” and parenting and parenting (Terrie Moffitt)(Terrie Moffitt)

Early behaviour problems can drain parents, and Early behaviour problems can drain parents, and parents may become less involved in parents may become less involved in socializing/teaching childsocializing/teaching child

Behaviour of hyperactive, temperamental children Behaviour of hyperactive, temperamental children may be improved under firm, consistent disciplinemay be improved under firm, consistent discipline However, parents and children often resemble one However, parents and children often resemble one

another in temperamentanother in temperament The hyperactive, temperamental child under inconsistent, The hyperactive, temperamental child under inconsistent,

harsh, impatient parenting may become worse.harsh, impatient parenting may become worse.

What about the parents who do not have the skills or the What about the parents who do not have the skills or the resources to raise these children….resources to raise these children….

The Coercion Model The Coercion Model (Gerald Patterson)(Gerald Patterson)

Children learn to use innocuous aversive tactics Children learn to use innocuous aversive tactics (whining, arguing, crying) to terminate conflicts (whining, arguing, crying) to terminate conflicts with family (with family (negative reinforcementnegative reinforcement)) Parent makes demand experienced as aversive by Parent makes demand experienced as aversive by

childchild ChildChild’’s noxious response (whining, yelling) is s noxious response (whining, yelling) is

experienced as aversive by parentexperienced as aversive by parent Parent relinquishes; Child more likely to use similar Parent relinquishes; Child more likely to use similar

tactics in future.tactics in future.

Family Factors: Parenting StyleFamily Factors: Parenting Style

Parents/caregivers of delinquency prone children Parents/caregivers of delinquency prone children reinforce such behaviors and not prosocial ones. reinforce such behaviors and not prosocial ones.

Inconsistent, harsh, physical punishment by parents Inconsistent, harsh, physical punishment by parents strongly correlated with delinquency. strongly correlated with delinquency. Research concludes that although harsh physical punishment Research concludes that although harsh physical punishment

produces some conformity in the short term, over time it tends produces some conformity in the short term, over time it tends to increase the probability of violent delinquency and crime.to increase the probability of violent delinquency and crime.

Cycle of violence…aggressive prone kids become Cycle of violence…aggressive prone kids become aggressive prone parents.aggressive prone parents.

Family Factors: Parenting StyleFamily Factors: Parenting Style

Poor Disciplinary practicesPoor Disciplinary practices

Lack of parental supervision (Loeber, 1990)Lack of parental supervision (Loeber, 1990) Inconsistent discipline (McCord, 1979)Inconsistent discipline (McCord, 1979) Harsh physical punishment (Straus, 1991)Harsh physical punishment (Straus, 1991) Inconsistent reinforcement & punishment on Inconsistent reinforcement & punishment on

the whim of the parent (Bartol, 1999)the whim of the parent (Bartol, 1999)

Family Factors: Parenting StyleFamily Factors: Parenting Style

Emotional abuse and neglect is also important in Emotional abuse and neglect is also important in the development of delinquency the development of delinquency

Maternal (and paternal) warmth contributes to Maternal (and paternal) warmth contributes to positive long-term outcomes (think attachment)positive long-term outcomes (think attachment)

““nurturance hypothesis” = considerate attention, nurturance hypothesis” = considerate attention, emotional investment, and positive behavioral emotional investment, and positive behavioral management by parents important in the management by parents important in the development of a socially competent and development of a socially competent and psychologically healthy child who is likely to be psychologically healthy child who is likely to be resistant to antisocial influences.resistant to antisocial influences.

Family Factors: Child AbuseFamily Factors: Child Abuse

Child AbuseChild Abuse Cycle of Violence Hypothesis Cycle of Violence Hypothesis (Cathy Widom)(Cathy Widom)

Experiencing violence as a child predisposes the individual to Experiencing violence as a child predisposes the individual to becoming violent as an adultbecoming violent as an adult..

But most abused children do not become violentBut most abused children do not become violent Empirical Support for the Cycle of ViolenceEmpirical Support for the Cycle of Violence

Being a victim of childhood abuse and neglect increases the Being a victim of childhood abuse and neglect increases the likelihood of arrest as a juvenile by over 50%, as an adult by likelihood of arrest as a juvenile by over 50%, as an adult by 38%, and for a violent crime by 50%.38%, and for a violent crime by 50%.

More mental health problems among abused. More mental health problems among abused. More likely to have attempted suicide and to have met the More likely to have attempted suicide and to have met the

criteria for antisocial personality disorder.criteria for antisocial personality disorder. Some research suggests that up to 92% of juvenile female Some research suggests that up to 92% of juvenile female

offenders reported that they had been subjected to some offenders reported that they had been subjected to some form of emotional, physical, or sexual abuse. 25% reported form of emotional, physical, or sexual abuse. 25% reported they had been shot or stabbed one or more times.they had been shot or stabbed one or more times.

Poverty/Social Class Poverty/Social Class

Social class and poverty been major focus in Social class and poverty been major focus in criminology for over a century. criminology for over a century. Theories predict that lower social classes have greater Theories predict that lower social classes have greater

likelihood of involvement in criminal behavior.likelihood of involvement in criminal behavior. Little doubt poverty strongly connected to persistent, violent Little doubt poverty strongly connected to persistent, violent

offending as measured by official, victimization, and self-report offending as measured by official, victimization, and self-report data. data. One of the most robust predictors of adolescent violence for One of the most robust predictors of adolescent violence for

both males and femalesboth males and females Predicts being both a victim and offender.Predicts being both a victim and offender.

Why? Does being poor cause antisocial behavior? Why? Does being poor cause antisocial behavior?

Strong correlation between low SES and delinquency does not Strong correlation between low SES and delinquency does not mean that poverty causes or inevitably leads to serious mean that poverty causes or inevitably leads to serious delinquency.delinquency. Not only inequities in resources, but also:Not only inequities in resources, but also:

discrimination, racismdiscrimination, racism family disruptionfamily disruption unsafe living conditions unsafe living conditions joblessnessjoblessness social isolation social isolation limited social support limited social support targeted by police; more likely to be incarceratedtargeted by police; more likely to be incarcerated

Disadvantaged youths more like to have had Disadvantaged youths more like to have had inadequate schooling, higher school dropout rates,inadequate schooling, higher school dropout rates, unemployedunemployed carry a firearm carry a firearm to be victimized, and a witness to a variety of violent acts.to be victimized, and a witness to a variety of violent acts.

Poverty/Social Class Poverty/Social Class