Examining Theories On Deviance And Deviant Behavior Criminology Essay

Examining Theories On Deviance And Deviant Behavior Criminology Essay The conditions under which deviant behavior exists have presented an enduring question for researchers. Within the literature the majority of definitions of deviance share one commonality: that social norms and values subjectively label behaviors as deviant. Similar to the number of theories of deviance there exist a number of motivations why individuals choose to engage in deviant behavior. Existing theories-general strain, anomie, labeling, control, and learning-examine these factors and attempt to clarify the hows and whys of deviant behavior. The most common factors which facilitate individual deviance include personal strain, social disorganization, a lack of self-control, and the perception that the benefits for engaging in deviance outweighing the potential costs. Because of these variations there is currently no universally-accepted theory of deviance. Introduction An urgent question in contemporary social sciences is how and why certain behaviors, attributes, or classes of individuals come to be defined as deviant.  [1]  Since social groups make the rules, deviant behavior results from individuals who fail to adhere to said rules. When behaviors are defined as deviant it is assumed that they will either promote or inhibit individual motivation to engage in such acts and will evoke certain social responses which serve to influence subsequent behavior by those within said society.  [2]  A number of theorists attempt to identify a commonality to the different types of deviant behavior. The underlying theme is that this type of behavior offends societys normative order and deviance becomes a theoretical construct of this consensus. There exist a number of theories which seek to define how individuals and their behavior are identified as deviant. Definitions of and Motivations for Deviant Behavior Despite a wide variety of definitions of deviance there is consensus that deviance refers to behaviors or attributes manifested by specified kinds of people in specified circumstances that are judged to violate the normative expectations of a specified group.  [3]  This consensus perspective serves to promote collective agreement as to what core values, norms, and goals should be. Behavior that falls outside of the specified parameters are deemed deviant. The degree of deviance is directly correlated to the perceived serious of the punitive response it elicits. Many questions abound as to individual motivations to engage in deviant behavior. Fundamentally, if one anticipates that satisfaction will ensue from engaging in the behavior then he will do so. Hirschi (1969) asserts that the motivation for deviance is always present and that research should examine the circumstances which permit individuals to act on these motivations.  [4]  In another view, Merton (1938) argues that societal strain increases motivation for deviance in order to achieve certain unattainable culturally-sanctioned goals.  [5]  Where the majority of individuals will embrace conformity as a response to strain others resort to deviance. Similarly, Tittles (1995) control balance theory assumes that individuals have a strong need to exercise control over themselves and to escape having control exerted over them by others while Katz (1988) argues that the motivation to deviance occurs to protect ones self esteem, encourage a desired reputation, establish autonomy, [ or] demonstrate competence, for example.  [6]   These theories all share the presumption that deviance is motivated by the need to adapt to psychological distress which results from the failure to achieve desired goals through conventional means. Accordingly, when pushes, or psychological impulses which compel an individual to engage in deviant behavior, and pulls, or the attraction of deviant opportunities, interact then motivation for deviance increases.  [7]  Deviance results from individuals motive to engage in deviant behavior being stronger than the motive not to amidst the existence of the opportunity to do so. Theoretical Foundations There are two primary types of theories to explain deviance: structural and processual. Structural theories are labeled sociological theories while processual ones are termed social psychological theories due to the differences in goals and scope.  [8]  Structural theories emphasize the relationship of deviant behavior to particular structural conditions within society and attempt to explain why deviance is higher in certain areas, such as those with lower socioeconomic status.  [9]  On the other hand, processual theories seek to describe the processes by which people engage in deviant behavior by attempting to explain the conditions which lead to the commission of deviant acts.  [10]  With respect to scope, structural theories address the epidemiology, or distribution in time and space of deviance and processual theories focus upon the etiology, or specific causes, of deviance.  [11]   Specific Theories of Deviance General Strain Theory (GST) GST addresses the interrelatedness of strain and its emotional response, individual coping mechanisms, and deviance.  [12]  As a theory it focuses not upon strain itself but upon individual responses to strain and seeks to identify those characteristics which enable non-deviant responses amid strain. Sharp, Brewster Love (2005) argue that certain types of strain create certain actions which influence delinquent behaviors. Anger, for example is an emotional response which has a high likelihood of encouraging deviant behavior. Therefore, where there is a strain-particularly one perceived as unfair-low social control creates pressure which, in turn, causes deviant behavior.  [13]  Research indicates that gender is a strong predictor of strain-induced deviance with males more overt in their responses than females who tend to internalize strain. GST has been used considerably in the study of juvenile deviance. Repeated exposure to stressful life experiences has been found to both escalate and accelerate juvenile delinquency and depending upon when during ones life-course trajectory the strain occurs different implications ensue. The literature suggests that involvement in delinquency begins to increase during early adolescence, peaking around age 16 and 17, and followed by a decline in such behavior.  [14]  Agnew (1997, 2006) claims that this life-course trajectory highlights that adolescence is a period of high transitions, that adolescents perceive their environment as negative more so than adults, and that there is an increased propensity for juveniles to react to adversity through deviant behavior.  [15]  The lack of useful coping mechanisms in juveniles makes it difficult to react to strain more effectively. Anomie Theory According to anomie theory-much like GST-deviance results from social disorganization in that elements in society promote deviant behavior by making such behavior a feasible adjustment to society. Where the earliest form of this theory hypothesized that anomie results from a failure to achieve positively-valued goals Agnew (2001) expanded upon this theory by including that anomie can also result when positive stimuli are removed and when negative stimuli are applied.  [16]  One criticism of anomie theory is that it assumes universality in what should be defined as deviant and how most individuals should behave; however, in reality, deviance is a relative concept so this universality is erroneous.  [17]   Labeling Theory Labeling theory presents an interactionist perspective to the study of deviant behavior by stressing the importance of the processes through which society labels a particular act as deviant and the subsequent negative social sanctions which influence the individual to engage in further deviance.  [18]  Becker (1973) claims that deviance is a consequence of the application by others of rules and sanctions to an offender.  [19]  Therefore, while the act or the person may not be inherently deviant, existing social controls create deviance by defining acts that the majority believes to be so and, consequently, labeling individuals who engage in such acts as deviant. This creates a self-fulfilling prophecy by amplifying the very phenomenon that it is intended to suppress.  [20]  Of primary importance is that subsequent events serve to reinforce the deviance because an individual internalizes the label attached to him by societys stigmatizing and creates secondary, or tertiary, deviance. The labeling itself serves to ensure that every society has a percentage of deviants which is critical to maintain the majority consensus.  [21]   Control Theory Control theory is similar to anomie and social disorganization theories to the degree that deviance results from the lack of social controls on individual restraint to engage in deviant behavior.  [22]  Durkheim (1933) asked why people conform to social norms instead of why they engage in deviant behavior. Under this theory it is assumed that everyone would engage in deviant behavior if given the chance, that a small amount of social controls will increase deviance, and that there exists a central value system which defines deviance in society.  [23]  There are four components of an individuals societal bond which serve to prevent deviance: attachment to specific groups through affection, respect, and socialization; commitment to accepting conforming behavior; involvement in non-delinquent behavior; and a belief in the dominant value system of any particular group.  [24]  When social bonds are reestablished or strengthened then the deviant behavior ceases. Accordingly, individuals who engage in deviant behavior do so due to low self-control. Under this theory low self-control is comprised of six personality traits: anger, impulsivity, preference for simple tasks, risk-seeking, being more physical than mental, and being self-centered.  [25]  Gottfredson Hirschis (1990) self-control theory asserts that inadequate child-rearing results in lowered self-control which facilitates a predisposition to engage in deviant behavior.  [26]  They also claim that individuals who engage in one type of deviant act will commit other deviant acts. Learning or Socialization Theory These theories suggest that deviance is a learned behavior similar to how non-deviant individuals learn conforming behavior. By attempting to distinguish variations in behaviors theorists assume that differences in rates of deviance among various groups can be determined. One of the most widely-cited learning theories is Sutherlands (1947) differential association theory which postulates that deviant behavior results from normative conflicts in neighborhood structures, peer group relationships, and the organization of family in society.  [27]  The fundamental tenets of Sutherlands theory are that criminal behavior is learned, that learning is a result of personal interaction, that primary learning occurs in intimate group settings, that people learn that socially-normative attitudes are either favorable or not, that deviant behavior results when conditions favorable to deviance exceed those unfavorable to violating the law, and that deviant behavior cannot be explained by general needs and values.  [28]  Accordingly, an individual learns various motives which are favorable to engaging in deviant behaviors as well as rationalizations and techniques for achieving them. While the behavior may be defined as deviant to the rest of society, within a particular individuals in-group the behavior may adhere to the groups norms. Akers (1985, 1989) expanded upon Sutherlands work by adding that deviance results when a person learns definitions that portray some conduct as a desirable, even though deviant, action.  [29]  If an individual is rewarded for a deviant act by his in-group then he becomes socialized to continue the behavior under the expectation of similar positive experiences for subsequent acts. Other Theories Deterrence theory asks whether the expectation of certain, severe, and swift punishment for engaging in deviant behavior would deter such behavior.  [30]  Rational choice theory addresses an individuals anticipated cost-benefit ratio of acting on deviant impulses. A greater expected or perceived benefit increases the likelihood that the individual will commit the act. Finally, conflict theory asserts that the development of formal social controls and laws are legitimized by the more powerful societal groups.  [31]   Conclusion The wide variation of social psychological theories of deviant behavior seeks to answer why individuals become motivated to engage in deviant behavior, how behaviors and attitudes are defined as deviant, what factors facilitate deviant behavior, why some deviant behavior is escalated, and what consequences exist.  [32]  Despite the number and variety of theories of deviance the commonality is that this concept is a socially-defined construct utilized to maintain a societys normative values. The disparities in definitions of deviance among societies make it difficult to establish an all-encompassing theory to explain the existence of deviant behavior in contemporary society.

12 Step

12-Step/Mutual Support Group Meeting Directions and Requirements Read Chapter 10 in advance of attending the meeting. 1. Students should choose the type of meeting they wish to attend: Alcoholics Anonymous, Narcotics Anonymous, Overeaters Anonymous, Reformers Unanimous etc. Look in Chapter 10 for a list of others. Often these meetings are held at churches, shelters, and helping agencies. They are offered at various times of the day and multiple times each week. Rocky Mount has some really great AA and NA groups but you may attend anywhere you choose. 2. Go online for a meeting schedule for your area.Google the meeting type and then your county/town for a full listing. 3. Choose an OPEN (O) or Open Speaker (OS or Sp) meeting to attend. Do NOT attend a CLOSED meeting as they are for members only. 4. Do NOT take notes or attempt in any way to record the meeting; you are there to observe. Taking notes has the potential to violate the anonymous nature of these group fellowships. Recording the meeting is a violation of privacy and law! 5. Be respectful by identifying yourself by first name only and as a visitor or by saying you are there to learn about the program if asked. . You are there to OBSERVE, so do not attempt to interview members of the fellowship. Attend the meeting and experience what the members offer through sharing. Stay for the entire meeting. 7. ————————————————- After the meeting, privately jot down some immediate thoughts and reactions to what you observed and learned. Use first names ONLY if you recount a members story. ————————————————- ————————————————- These meetings usually have light refreshments (coffee, cookies , etc. . Also, many of the fellowships are self-supporting, so a basket may be passed around at the end of the meeting to collect $1 from members. You may contribute $1 if you choose to, but you are not expected to do so since you are not a member. Simply pass the basket to the next person. Out of respect for the meeting process, please avoid getting up or moving around during the meeting (as in going to the bathroom, etc). Although I think the experience is more meaningful when students attend alone, you may elect to go with one nother person. Please do not attend in small groups which will only draw attention to yourselves and create a spectacle. At all times be mindful that you are entering a safe and sacred space for those who suffer from addiction. Meetings often begin and end with a prayer. If you are not comfortable joining in the group prayer, feel free to simply remain silent. In preparing the paper for submission you will need to address the following: 1. What were your th oughts, feelings, preconceived notions prior to attending the meeting. 2.Describe the demographics of the fellowship: race, ethnicity, socioeconomic status (SES), gender, age, etc. 3. Describe the atmosphere of the fellowship, the meeting dynamics, and the group norms. How did the meeting progress? 4. Detail what you learned about those with chemical dependency, addiction, yourself, and your community through this event. What surprised you or impressed you? 5. How will your work as a social work practitioner or human service worker be impacted by what you have learned about 12-Step / Mutual Support Groups?Required: TNR 12 font, in-text references from the textbook with a reference page, and 4-6 pages of reflection and analysis tying back the experience of the meeting with the learning from the textbook and course. Upload the file in the DF in Moodle or email the Word document as an attachment through the student email account before the deadline. Late Policy applies to this assignme nt, so please submit it before the due date and time to insure the most points possible! Consult Moodle and the Course Outline for the deadline.

Divergent Boundaries

The Crime Of Juvenile Offenders - 1256 Words

In researching this material, there appears to be substantial evidence that continues to rise (and extremely much higher rates in the 2000’s) that portions of juvenile offenders commit most of the chronic, and violent, crimes of juvenile offenders. In a study conducted by Philadelphia birth cohort (Figlio, Wolfgang, Sellin, 1972) found that these â€Å"chronic offenders† (including having five or more police contact activities) in whole, constituted six percent of the cohort, and a rising figure of 18 percent of all delinquents. The juvenile offenders were again responsible for the rising of 64 percent of all offenses in about two-thirds of all of the violent offenses. Other studies have also concluded very similar results, (Shannon, 1988;†¦show more content†¦The risk that our youth may become involved in violent offending of violence may vary based on a variety of factors that may include individual characteristics, daily activities, family characteristics, p eer, and school influences (friends, gang members...) their own or different neighborhood environments. There is no particular method or recipe we could determine exactly who will commit these violent crimes (or perhaps a victim of that violence), we must remember, and to be very clear that some of our youth, and adolescent may be at much greater risk than others. First, I thought it would be important to talk about individual factors which refers to the broad range of individual characteristics which may be related to behavioral patterns in several different ways. These factors may include psychological, and physiological characteristics, as well as demographic characteristics such as race, gender and age. The following will focus on the demographic characteristics: Youth/Juvenile/Adolescent’s that may be at risk becoming violent-In consideration of the taking the most powerful demographic predictors in violent criminality involve both age, and gender. Boys being in the later adolescent, or younger teenage men, are much more likely to become then girls, or even older men (Chaiken, 1998). This is something that cannot be taking lightly, and very alarming in our society.