I. ABOUT JUVENILE BEHAVIOR

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I.ABOUT JUVENILE BEHAVIOR
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Introduction

• Who is a juvenile?
• What is delinquency?
• What is juvenile delinquency?
• What is juvenile crime?
• How is juvenile delinquency measured?

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B. Genesis of Theory

• Why do you believe juveniles engage in aberrant
  activities?
• What is the correct answer?
• What is a theory?
• What is the best/correct way to understand
  juvenile behavior?
• gt what is your perspective?

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Academic Perspectives(talking points)

• Natural Sciences
• a. Genetics / Biology
• 1) basic question what are those
  characteristics
• that are passed on to the
  juvenile over which
• s/he has no control?
• 2) individual physiology
• 3) antisocial characteristics
• a) irritability b) hyperactivity
• c) pain in/tolerance d)
  attention deficits

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• b. Chemistry
• 1) toxin ingestion
• 2) fetal alcohol syndrome
• 3) controlled substance addiction
• 4) diet
• 5) hormonal imbalance
• c. Neurology
• 1) brain dysfunction / disorder

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• Psychology
• a. Cognition
• 1) recognition that some process
  input at a
• different rate than others
• 2) IQ
• a) from HG Goddard (1914)
  through
• Shockley (1967) / Jensen (1969)
• b) Herrnstein and Murrays (1994)
• The Bell Curve

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• b. Behaviorism
• 1) why do we do what we do?
• 2) Stimulus
  Response
• gt observations classical
  (Pavlovian) conditioning
• 3) all behavior can be known
  through measurement of
• physiology (muscle response,
  pupil dilation, etc)
• 4) result all behavior can be
  measured and therefore known
• 5) BF Skinner (1938) added
  components of feelings, state of
• mind, thought and suggested that
  these too can be

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• c. Psychodynamics
• 1) examines the link between
  subconscious and
• conscious activity
• 2) psychoanalysis, abreaction
  venting
• developed by Sigmund Freud (1890)
• 3) Freudian vocabulary
• a) Id Ego Superego
• b) oral - anal phallic/oedipal
  -
• latency/puberty adolescent
• stages of development
  
• 
  
  
  (1856-1938)

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• d. Developmental
• 1) examination of how (and why or
• why not) people change over time
• gt physicality, mental capacity, etc
  
• may evolve, but temperament
• (gregariousness, introversion,
• etc., may remain throughout
  life)
• 2) context Do children act/think the
• same as adults?

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• gt when, at what age, does change occur?
• 3) Age of the Barbarian (via Ryder,
  1956)
• 4) Kohlbergs (1969) Levels of Moral
• Development
• a) ego-centrism (2-10 yrs) world /
  law revolves
• around self
  inability to consider others
• gt morals established by
  authority
• b) moral reciprocity
  (10-16 yrs) pragmatism
• onset of you
  watch my back, Ill watch
• yours or you
  hit me / I hit you values
• recognition
• (1927-1987)

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• c) Advanced Stage (16 years)
  ability to be
• inclusive of
  others perspectives/
• values/ laws
  knowing what a good
• (or bad) person
  is obeying social
• norms is valued
• 5) Gives rise to myriad questions
  concerning
• juvenile intervention and justice

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• Sociological Perspectives
• a. environment
• 1) defined broadly or narrowly
• 2) family (Gelles, 1982)
• 3) school (Toby, 1968)
• 4) social disorganization (Shaw
  and McKay, 1952)
• b. Conflict
• 1) Anomie (Merton ,1938)
• 2) Opportunity (Cloward and Ohlin,
  1961)
• 3) General Strain (Agnew, 1992)
• 4) American Dream (Messner and
  Rosenfeld, 2001)

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• c. Culture
• 1. Culture conflict (Sellin, 1938)
• 2. Lower Class Culture (Miller, 1958)
• 3. popular media

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• Social Process
• 1. Differential Association (Sutherland
  and Cressey,
• 1947)
• 2. Social Learning (Bandura, 1961)
• gt reciprocal determinism
• 3. Differential Identification (Mattering)
  (Glaser, 1966)
• 4. Social Learning (Akers, 1986)
• gt conditioning / modeling learning

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D. Conclusion

• What is your goal?
• What is important?
• What is a theory?