how does life course theory explain the variance in criminal behavior from adolescence to adulthood

Adults that are involved with their families and their careers are less likely to pursue crime compared to those who are not. The factors, or experiences, throughout human life aid in the life-course theory’s attempt to explain why certain individuals are more prone to a life of crime while others have a lower probability.

Full Answer

What is the life-course theory of crime?

When adolescents are able to excel in institutions such as schools, churches, and community centers their less likely to resort to criminal activities to occupy their time. Factors for adults include marriage, children, and employment.

Which is more likely to exhibit criminal behavior as an adult?

One of the theories that one can study through Criminology is the Life Course. Theory, which is “a perspective that focuses on the development of antisocial behavior, risk factors at different ages, and the effect of life events on individual development.” (Fuller: Pg 140.) This refers to a “multidisciplinary paradigm” for the study of ...

What is life course perspective in criminology?

Apr 20, 2010 · the developmental transition from adolescence to adulthood provides a unique opportunity to examine the trajectory of criminal styles, because this is a transition characterized by a reorganization of peer relationships and a breakdown of the peer “crowd” structure that dominates social relationships in adolescence (brown 2004) and that …

What is the life course theory of delinquency?

Mar 01, 2011 · The Life Course Perspective and Adolescence. As background for this discussion, the life course refers to “the age-graded sequence of roles, opportunities, constraints, and events that shape the biography from birth to death” ( Shanahan & Macmillan 2008 :40). At its core, a life course perspective insists that development is lifelong and ...

What is life course theory of crime?

What do Hirschi and Gottfredson claim explains the fluctuations in acts of criminal behavior on an individual level?

How do life-course theorists view criminality?

Why life-course theories argue that a criminal career is a dynamic process?

How does life course theory explain the variance in criminal behavior from adolescence to adulthood quizlet?

What is meant by life course theory?

What is the focus of life course theory quizlet?

How is life course criminology defined quizlet?

What theory looks at crime through the life course quizlet?

Why is it important to study the creation and persistence of a criminal career over the life course quizlet?

Which theory of criminal career development would suggest that his criminal conduct was influenced by his individual characteristics as well as social experiences?

What is the significance of turning points according to Sampson and Laub?

What is the theory of criminology?

One of the theories that one can study through Criminology is the Life Course. Theory, which is “a perspective that focuses on the development of antisocial behavior, risk factors at different ages, and the effect of life events on individual development.” (Fuller: Pg 140.) This refers to a “multidisciplinary paradigm” for the study ...

What is the study of the making of laws, the breaking of laws, and the social reaction to the breaking of laws

Criminology; “The study of the making of laws, the breaking of laws, and the social reaction to the breaking of laws.” (Fuller: Pg 4.) In other words it is the study of how people acknowledge how crime is comited and the resoning behing it, as well as peoples reaction to it. One of the theories that one can study through Criminology is the Life Course

What is the study of the breaking of laws?

Criminology; “The study of the making of laws, the breaking of laws, and the social reaction to the breaking of laws.” (Fuller: Pg 4.) In other words it is the study of how people acknowledge how crime is comited and the resoning behing it, as well as peoples reaction to it. One of the theories that one can study through Criminology is ...

What are persistent offernders?

The life-course persistent offernders are decribed as individuals who exhibit changing manifestations of antisocial behavior: biting and hitting at age four, shoplifting and truancy at age ten, selling drugs and stealing car at age six-teen, robbery and rape at age twenty-two, and fraud and child abuse at age of thirty.

What is the value of taking a life course contextual view of adolescence?

The value of taking a life course contextual view of adolescence is also readily apparent in the study of problem behavior, the constellation of proscribed, unhealthy, or dangerous behaviors in which many adolescents engage that includes delinquency, aggression, and substance use.

Is puberty a life course marker?

Not surprisingly, given the symbolic importance of puberty as a life course marker, issues of puberty and pubertal timing have long been a central focus of research on adolescence, including this decade (Ellis, 2004).

What is the Society for Adolescence?

The Society for Research on Adolescence is officially “devoted to research on the second decade of life.”. In this spirit, its flagship journal has published important articles over the last ten years that, collectively, have advanced scientific understanding of adolescence as a unique stage of life.

Does pubertal timing affect adolescence?

Pubertal timing is not only associated with the formation of romantic and sexual relationships in adolescence. It may also combine with these experiences to affect other long-term outcomes for youth, as has been shown for trajectories of depression across adolescence into young adulthood (Natsuaki, Biehl, & Ge, 2009).

What is problem behavior?

The value of taking a life course contextual view of adolescence is also readily apparent in the study of problem behavior, the constellation of proscribed, unhealthy, or dangerous behaviors in which many adolescents engage that includes delinquency, aggression, and substance use.

VI. Conclusion

On the basis of a review of the evidence, and with attention to the specific DLC theories covered in this research paper, it appears that there are many more questions than answers from this growing area of research and theorizing.

References

Blumstein,A., Cohen, J., Roth, J.A., &Visher, C.A. (Eds.). (1986). Criminal careers and “career criminals,” Vol. 1. Report of the Panel on Criminal Careers, National Research Council. Washington, DC: National Academy of Sciences.

What is the relationship between age-graded life-course theory and general theory of crime?

A general theory of crime and the age-graded life-course theory are considered disparate explanatory models of the development of criminal behavior. However, both can be linked in a side-by-side fashion utilizing John Bowlby's theory of attachment. Early theoretical work by Travis Hirschi and Delbert Elliott discussed the necessity ...

What is the state dependence theory?

The state dependence theory of Sampson and Laub assumes that the causal relationship between early delinquent offending and later adult deviant behavior is not solely a product of individual characteristics; social events may change some individuals while others continue to offend. Their theory contains three main components. First, the micro-level structural context is mediated by informal family and school social controls, which can explain delinquency in childhood and adolescence. Next, there is continuity in antisocial behavior from childhood through adulthood in a variety of life domains. Finally, informal social bonds to family and employment during adulthood explain changes in criminality over the life span despite early childhood propensities (Laub and Sampson 1993: 7). Sampson and Laub's research and subsequent replications of their work substantiate their hypotheses (Sampson and Laub 1993; Paternoster and Brame 1997; Laub et al. 1998; Sommers et al. 1994; Horney et al. 1995).

What is attachment theory?

Attachment theory assumes that the development of an attachment between the primary caretaker and the child is the basic foundation of all future development (Bowlby 1969, 1988; Horner 1991), that there is a structure of personality present within each individual that is modified based upon on-going socialization experiences, and that the feeding behavior and the dependency needs of the child are motivational interpersonal focuses (Bowlby 1988: 24-26). Bowlby argues that attachment occurs in early childhood as the child perceives that some person in his or her environment behaves in a protective and nurturing manner. This is someone who is conceived of as being able to "better cope with the world" and, through the provision of safety and security to the child, begins the process of bonding (Bowlby 1988: 27). Thus, a child or infant develops a secure base when "he is nourished physically and emotionally, comforted if distressed, reassured if frightened...." (Bowlby 1988: 11).

What is the central underling factor involved in a secure attachment?

Horner (1991) suggests that the central underling factor involved in a secure attachment is the experience of empathy . A child develops self-control and empathy as the result of receiving empathic understanding from a parent or guardian.

Does self control predict behavior?

Moreover, while Gottfredson and Hirschi assume that person-level traits are stable predictors of imprudent and criminal behavior, I argue that self-control does not uniformly predict behaviors. Some individuals with higher rather than lower levels of self-control may be more susceptible to the effects of constraints.

What are the components of the micro-level structural context?

Their theory contains three main components. First, the micro-level structural context is mediated by informal family and school social controls, which can explain delinquency in childhood and adolescence. Next, there is continuity in antisocial behavior from childhood through adulthood in a variety of life domains.

Where did the Cambridge study in delinquent development take place?

The data for this research are taken from the Cambridge Study in Delinquent Development, a twenty-year longitudinal study of males living in a working class neighborhood in London, England (West 1973). Data collection began in 1961 and 1962, and the last wave available for study was collected in 1980.