Class Name, Instructor Name

1. Class Name,Instructor Name Date, Semester Criminology 2011 Chapter 8 SOCIOLOGICAL THEORIES: EMPHASIS ON SOCIAL PROCESS

2. 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 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. 8.3 8.4 • Be familiar with the assumptions of control theory. 8.5 • Be able to describe and evaluate Reckless's containment theory. • Be able to describe and evaluate Sykes and Matza's neutralization and drift theory. 8.6

3. CHAPTER OBJECTIVES Be able to describe and evaluate Hirschi's social control theory, including its implications for gender, race, class, and age. 8.7 Be able to describe and evaluate Gottfredson and Hirschi's self-control theory. 8.8 Be familiar with Tittle’s control balance theory. 8.9 Be familiar with Colvin and Cullen’s coercive control and social support theory. 8.10 Understand the integration of social process and structural explanations. 8.11

4. CHAPTER OBJECTIVES Be familiar with life-course theories and the life-course approach. 8.12 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. 8.13 8.14 Appreciate the promise and problem of theoretical integration.

5. Be familiar with the assumptions of learning theory. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.1

6. 8.1 Assumptions of learning theory: 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.

7. Be able to describe and critique Sutherland's differential association theory. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.2

8. 8.2 Criminal Behavior Is Learned in Interaction with Others in the Process of Communication Differential Association Theory 8

9. 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 Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.3

10. 8.3 Differential Identification 10

11. 8.3 Social Learning

12. 7.8 Social Learning Theory Social Learning Theory Differential Association Reinforcement Modeling/ Imitation

13. Differential Association-Reinforcement Theory 8.3 Differential Association Reinforcement Differential Association Operant Conditioning

14. Be familiar with the assumptions of control theory. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.4

15. 8.4 Why Don’t People Commit Crime?

16. Be able to describe and evaluateReckless's containment theory. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.5

17. Containment Theory 8.5 Pushes Towards crime Pulls Towards Crime The Criminal Event Containment Crime Results When Control Mechanisms or “Containments” Fail to Protect the Individual 17

18. Be able to describe and evaluateSykes and Matza's neutralization and drift theory. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.6

19. 8.6 Delinquency and Drift Denying the Victim Denial of Responsibility Condemning the Condemners Denial of Injury Appeal to Higher Loyalties

20. Be able to describe and evaluate Hirschi's social control theory, including its implications for gender, race, class, and age. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.7

21. 8.7 Social Bond Theory Conforming Behavior Attachment Family School Peers Commitment Future Career Family Personal Goals Involvement School Activities Sports Teams Religious Activities Social Clubs Belief Honesty Morality Fairness Responsibility Criminal Behavior

22. Sociodemographic Factors 8.7 Gender Race and Class Age 22

23. Be able to describe and evaluate Gottfredson and Hirschi's self-control theory. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.8

24. 8.8 Self Control Theory Low Self-Control Crime and Analogous Behavior Ineffective Parenting

25. Be familiar with Tittle’s control balance theory. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.9

26. 8.9 Control-Balance Theory CONTROL RATIO(Ratio of Exercised Control Experienced) Control Surplus Control Deficit Balance PROBABILITY OF DEVIANCE High Low High TYPE OF DEVIANCE Autonomous & Acquisitive Repressive & Predatory Balance 26

27. Be familiar with Colvin and Cullen’s coercive control and social support theory. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.10

28. 8.10 Crime Coercion Control REDUCES Crime CAUSES Social Support

29. Understand the integration of social process and structural explanations. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.11

30. 8.11 Structural Explanations Social Process

31. Be familiar with life-course theories and the life-course approach. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.12

32. 8.12 Childhood Problems Adolescent Delinquency Adult Criminality

33. 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 Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.13

34. 8.13 Strain Strain-Control Theory Social Control Social Learning

35. 8.13 Thornberry's Interactional Theory Weakened Bond to Conventional Society Environment in Which Delinquency Can Be Learned; Rule-Violating Behavior Is Rewarded Cause of Delinquency

36. Moffitt’s Dual Taxonomic Theory 8.13 100% 90% Prevalence of Antisocial Behavior 80% 70% Adolescence Limited 60% 50% 40% 30% 20% Life Course 10% Persistent 5 10 15 20 25 30 35 40 45 Age 36

37. 8.13 Moffitt’s Dual Taxonomy: Adolescent Limiteds Delinquency Overcome Maturity Gap Social Mimicry Desist: No Adult Crime Maturity Gap Closed Costs of Crime Rise Little to No Antisocial Behavior Childhood Adolescence Adulthood

38. 8.13 Moffitt’s Dual Taxonomy: Life-Course Persistent Serious Delinquency Cumulative Consequences Continue Criminal Behavior Antisocial Conduct Neuro-Psychological Deficits & Environment Childhood Adolescence Adulthood

39. 8.13 Laub and Sampson's Age-Graded Theory Turning Point: Marriage Establish Social Bonds With Adult Institutions of Informal Social Control Adult Criminal Behavior Desist from Crime Turning Point: Employment

40. Appreciate the promise and problem of theoretical integration. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 8.14

41. 8.14 vs. Promise Problems

42. CHAPTER SUMMARY 8.1 Be familiar with the assumptions of learning theory. Be able to describe and critique Sutherland's differential association theory. 8.2 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. 8.3 8.4 • Be familiar with the assumptions of control theory. 8.5 • Be able to describe and evaluate Reckless's containment theory. • Be able to describe and evaluate Sykes and Matza's neutralization and drift theory. 8.6

43. CHAPTER SUMMARY Be able to describe and evaluate Hirschi's social control theory, including its implications for gender, race, class, and age. 8.7 Be able to describe and evaluate Gottfredson and Hirschi's self-control theory. 8.8 Be familiar with Tittle’s control balance theory. 8.9 Be familiar with Colvin and Cullen’s coercive control and social support theory. 8.10 Understand the integration of social process and structural explanations. 8.11

44. CHAPTER SUMMARY Be familiar with life-course theories and the life-course approach. 8.12 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. 8.13 8.14 Appreciate the promise and problem of theoretical integration.