Opsommingen Flashcards
1
Q
Critique age crime curve
A
- Ignores variation
- Early vs late starters
- Crime type
2
Q
What are three life course concepts (Elder)
A
- Trajectories: the whole line, eg high school to uni
- Transitions: a change, normal stuff that happens
- Turning points: bigger and serious change
3
Q
Three life course effects (Elder)
A
- Age effect: people get older, their behavior changes
- Period effect: general effect, effect in time and period that hits many people
- Cohort effect: birth cohort
4
Q
Five paradigmatic principles life course research (Elder)
A
- Life span development: lifelong development process
- Agency: construct own life through choices and actions
- Time and place: life course is shaped by historical times and places, eg COVID
- Timing: if something occurs at younger age, it may be different than older age
- Linked lives: our lives are shaped by the people around us and the social and historical context in which we live
5
Q
Five theses Hirschi & Gottfredson
A
- The age distribution of crime is invariant across social and cultural conditions; Crime Peaks at a Certain Age: Crime rates tend to be highest at a specific age. This pattern applies to different types of crimes, as shown by self-reports.
- Theories of crime that do not explicitly attend to age have no logical or empirical obligation to do so and should not be judged by their apparent ability or inability to account for the age effect; Critiques of Age Theories: Some theories focus on adolescence, the age when crime is highest, but they fail to explain why crime decreases as people get older.
- The age distribution of crime cannot be accounted for by any variable or combination of variables currently available to criminology; Age Effect Is Consistent: Regardless of social factors or conditions, the pattern of crime with age remains the same. Existing theories like David Greenberg’s strain and control do not fully explain this consistency.
- Explanations focusing explicitly on the age effect must be compatible with an apparently direct effect of age on crime; Direct Link Between Age and Crime: Although age affects life events, there is no direct connection established yet between age and criminal behavior.
- The conceptual apparatus that has grown up around the age effect is largely redundant or misleading; Conceptualization Challenges: Focusing solely on the age when crimes begin can be misleading. It’s important to compare offenders with non-offenders to understand this phenomenon better.
- Identification of the causes of crime at any age may suffice to identify them at other ages as well. Longitudinal Studies Not Always Necessary: Studying the causes of crime doesn’t always require long-term studies. Linking age to specific life events doesn’t necessarily predict criminal behavior. The choice of study samples should be based on the complexity of the research.
6
Q
Critique crime event criminology (Wilcox & Gialopsos)
A
- Dont focus enough on underlying social issues that might lead to crime
- Theyre blaming victims, which can be unfair and unhelpful
- Dont address roots causes of crime, putting on bandages right now
- Some strategies are conservative, rely on heavily state-based control, what can limit personal freedom and independence
7
Q
Crime event criminology will continue because of (Wilcox & Gialopsos):
A
- Technological advancements: helps us study when and where crime happens
- Public focus: its practical and aligns with the fields emphasis on public engagement, useful for real world applications
- Not conservative: suggestions for policy and practice are not resistant for change
- Protect victims and discourage offenders
8
Q
Four aspects of the discrete choice framework (Ruiter)
A
- Decision makers: the agents who make the choice
- Alternatives: decision makers choose one alternative from the choice set
- Attributes: decision makers chooses an option that is attractive to him, where traits also play a role
- Decision rule: decision makers choose the alternative from which they expect to derive maximum utility (gain, profit)
9
Q
Six mechanisms intergenerational transmission (L4)
A
- Exposure to criminogenic risk factors: has a direct effect and is similar to static theory, it influences both parent and child
- Negative environmental context: mediating effect. The parents themselves. Actions what they do in their home, e.g. drug use at home
- Social learning: parents as role mdels. Children may imitate behavior
- Genetic (sociobiological) mechanisms: biochemicals in the brain can influence thoughts, learning, perceptions and feelings (dopamine, serotonin) especially in relation to environmental inputs
- Official bias: criminal families are more often under scrutiny and this increases the likelihood of arrest etc. for the children. Biasing variables can be low SES, low income, poor housing, parental convictions. Labeling theory arises: ‘they see me as a bad kid, so i am one and going to behave as one’
- Assortative mating: likelihood of two people who look alike will form a relationship and will get married
10
Q
Five theories that explain intergenerational transmission (Besemer)
A
- Social learning theory: parent teach their children how to commit crime and may even engage in criminal behavior with their children
- Criminogenic environment: contains various risk factors for developing criminal behavior. Not directly transmitted from parents to children, but via mediating variables (eg poverty, unsafe neigborhoods)
- Criminal justice system: contextual factor with officials involved in criminal justice systems; law enforcement and courts, which might be biased against known criminal families
- Labeling theory: related to official bias. When justice system unfairly labels someone as a criminal, it can actually make them behave more criminally due to stigma and expectations of that label
- Genetically mediated pathway: high testosterone levels and lower resting heart rates
11
Q
What are parenting and developmental models of antisocial behavior? (Pardini)
A
- Pattersons Coercion theory: coercive (harsh parenting) parent-child interaction, defiant temperament provoke harsh parenting, negative parent-child interaction persist, reinforcing antisocial patterns.
- Moffitts developmental taxonomy: childhood and adolescent onset.
- Social control and social developmental models: child learns through environment, stress is important family factor in shaping prosocial/antisocial behavior.
12
Q
What are social learning mechanisms that explain CB? (HC5)
A
- Diffential reinforcement: when people do something voluntary, the consequences they experience afterwards can either encourage or discourage them from doing it again
- Imitation: learning by watching and copying others. They want the same (positive) outcomes as the person they copying.
- Definitions: how people evaluate whether behavior is good or bad based on the approval/disapproval they perceive from others.
- Differential association: if someone hangs frequently with individuals who support CB, they might influence the beliefs and behavior.
13
Q
What are protective effects of bonds and peer influence? (HC5)
A
- Protective effect: bonds to prosocial others
- Most typical assumption for social bonds
- Mechanisms: e.g. attachment, indirect control
o i.e. stronger/more social bonds -> less delinquency
14
Q
What are negative effects of bonds and peer influence? (HC5)
A
- Encouraged to do bad things (reinforcement)
- Copying what others do (imitation)
- Feeling pressure to fit in by doing the same thing as others (conformity)
15
Q
What are elements of unstructured socializing? (HC5)
A
- Presence of peers
- Absence of authority figures
- Lack of structure
