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Criminal behaviour during the lifecourse > Theories/models/begrippen > Flashcards

Theories/models/begrippen Flashcards

1
Q

Cumulative continuity

A

Past behavior does effect future behavior, causal snowball effect.

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2
Q

Self selection

A

People select experiences/groups based on internal traits

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3
Q

Greenberg’s theory (in Hirschi & Gottfredson)

A

Is about strain and control what highlights the age distribution of crime and argues that external costs (like higher chances of arrest) influence the crime decline with age.
- Strain: youth exclusion leading to not having enough money and feeling anxious about their social status
- Control: as people get older, they face stricter laws and become more social connected to society. Less engagement in CB, risks and consequences increase

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4
Q

Life course persistent (Moffitt)

A

Begin early with CB and continues over the lifetime. They keep behave badly, but how they act can change over time. Basic nature doesnt change, but they might show their bad behavior in different ways depending on their situation.

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5
Q

Heterotypic continuity (Moffitt)

A

There is a common factor or attribute that leads to different kinds of actions or behaviors that we can see

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6
Q

Evocative interaction (Moffitt)

A

Important in promoting antisocial behavior and maintaining its continuity. When a child act in a certain way, it makes other react in a specific manner.

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7
Q

Reactive interaction (Moffitt)

A

Different youngsters exposed to the same environments interpret it, and react to it with their own style.

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8
Q

Proactive interaction (Moffitt)

A

People select or create environments that support their styles.

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9
Q

Cumulative consequences (Moffitt)

A

Early individual differences set in motion a downhill snowball of cumulative contunities.Co

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10
Q

Contemporary consequences (Moffitt)

A

If a person with certain traits (eg poor self control) doesnt change when growing up, they’ll face ongoing problems in adultlife because of these traits.

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11
Q

Static theory (HC2)

A

Believes that people generally go through the same stages of development in a predictable way. Eg development personality traits, disposition.

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12
Q

General theory of crime (Hirschi & Gottfredson)

A

People with poor self control, often rooted in upbringing, are more likely to commit crimes.

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13
Q

Dynamic theory (HC2)

A

Highlights that people vary in their developments, events, can shape how someone grows, and the impact of events can depend on a persons age (cumulative continuity, Glueck study; strenght/change in family bonds and informal control)

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14
Q

Typological theory (HC2)

A

Combi statis and dynamic. Emphasize the importance of recognizing the diversity among offenders and tailoring our understanding and predictions of their behavior according to these theories. Eg Genes, parenting practices, family environment.

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15
Q

Chronic offender (HC2)

A

Small % that account for large % of crime. Early onset, behavioral problems, social problems and difficult children.

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16
Q

Snares (Moffitt in HC2)

A

Consequences of antisocial behavior, eg car accident, kicked out of school

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17
Q

Continuity theory (HC2)

A

Early behavior can predict future actions and opportunities especially when problematic behaviors persist from childhood to adulthood.

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18
Q

Change theory (HC2)

A

Not all CB leads to criminal adulthood, most people naturally stop as they mature.

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19
Q

Glueck study (Sampson & Laub in HC2)

A

Age graded theory of informal social control. Social connections of good quality can prevent crime. Informal and formal control.

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20
Q

Social bond/control theories (HC2)

A

Explain that our connections to informal others stop us from doing bad things. When attachment, commitment, involvement and beliefs are strong, they prevent us from CB.

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21
Q

Crime event criminology (Wilcox & Gialopsos)

A

Focusses on where and when crimes are likely to happen. Needs to be an opportunity, and some places offer more opportunity to commit crime.

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22
Q

Multilevel opportunity perspective (Wilcox & Gialopsos)

A

Looking at different factors all at once to understand how they work together to increase/decrease CB. We can figure out what situations make it easier/harder to commit crimes.

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23
Q

Spatial variation (Ruiter)

A

Crime rates differ from one place to another.

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24
Q

Temporal variation (Ruiter)

A

Crime follows cycles or patterns over time. Eg certain crimes might increase during weekends, holidays or specific times of the day.

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25
Q

Routine activity theory (Ruiter/HC3)

A

Crimes are more likely to happen when
- motivated offenders encounter,
- suitable targets, without
- capable guardians around
RAT cannot account for planned crimes, but more spontaneous crimes.

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26
Q

Rational chioce theory (Ruiter/HC3)

A

Offenders are goal-orientated and weigh their decisions on advantages/risks of location and time of the crime.

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27
Q

Crime pattern theory (Ruiter/HC3)

A

Lays emphasis on offenders routines and opportunities for crime. Offenders commit crimes where they also have their non-criminal routines activities (close to home), or close to previous home locations, close to home/family member, close to previous crime locations or close to attractive targets. Crime is most often committed in either the offenders’ awareness space and/or close to an attractive target.

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28
Q

Offender-based approach (Ruiter)

A

Studies either the criminals or the crimes. Looks how far and in which direction they travel to commit crimes.

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29
Q

Target based approach (Ruiter)

A

Focus on potential victims. How the likelihood of being a victim varies based on the characteristics of the targets (location, habits, possessions).

30
Q

Mobility approach (Ruiter)

A

Studies pairs of locations and how often crimes happen between them.

31
Q

Discrete choice framework (Ruiter)

A

Focus on individual decision making. Looks how criminals choose specific target locations from a set of options. Understand why and how an individual offender picks a particular target out of many possible choices. They will target areas where they expect to obtain highest reward with least effort and minimal risk.

32
Q

Proximity effect (Ruiter)

A

Targets closer to home.

33
Q

Barriers effect (Ruiter)

A

Target areas of burglars. They have stronger effects the closer they are to burglars homes. Eg travel in a city because of major roadsd and rivers. Social barriers deter offender from committing crimes in areas that are socially different from the areas in which offenders live.

34
Q

Marauder models (Ruiter)

A

Predicts crime locations of serious rapists.

35
Q

The victim-orientated theory within RAT

A

People move in time and space. The risk of victimization depends on where you go and what you do.

36
Q

Space-time budget (HC3)

A

Way of mapping, to look at individuals behavior over a hour. See whats special about this place.

37
Q

Situational crime prevention (HC3)

A

Looks at crime, events, near causes, how crime happens and situational and opportunities.

38
Q

Security hypothesis (HC3)

A

Crime drop is due to changes in quantity and quality of security.

39
Q

Crime substitution hypothesis (HC3)

A

Crime drop is due to change in routines of youngsters (now more engaged in online behavior instead of hanging out down the street).

40
Q

Intergenerational perspective (Besemer/HC4)

A

Looking at generations before the children, looks at traits that are found in both parent and child.

41
Q

Labeling theory (Besemer/HC4)

A

When the justice system unfairly labels someone as a criminal, it can actually make them behave more criminally due to the stigma and expectations associated with that label. (“im a bad kid, so i am going to behave as a bad kid”)

42
Q

Developmental ecological model (HC4)

A

Looks at traits of the individual, family, neigborhood and beyond.

43
Q

Aggression regression (HC4)

A

States that most children between 2 - 11 become less aggressive, but minority maintain high levels of aggression.

44
Q

Social learning theory (Besemer)

A

Parent teach their children how to commit crime and may even engage in CB with their children.

45
Q

Differential association theory (Besemer)

A

People learn behavior through interaction with other people. Bandura: observation and imitation. Can aslo be with peers.

46
Q

Criminogenic environment theory (Besemer)

A

Contains various risks factors for developing CB. Not directly transmitted from parents to children, but via mediating variables (eg parental CB because of poverty, unsafe neigboorhoods, deficient parenting practices).

47
Q

Criminal justice system (Besemer)

A

Contextual factor with officials involved in criminal justice systems; law enforcement and courts, which might be biased against known criminal families.

48
Q

Genetically mediated pathway (Besemer)

A

Eg. high testosterone levels and lower resting heart rates.

49
Q

Penal populism (Besemer)

A

In societies where punishment for crimes is harsh and there is a strong stigma againts offenders, CB is more likely to be passed down from one generation to the next.

50
Q

Parental and developmental models of antisocial behavior (Pardini)

A

Underscore the critical role of parenting and family dynamics in development of antisocial behavior in children and adolescents.

51
Q

Pattersons Coercion theory (Pardini)

A

Coercive (harsh parenting) parent-child interaction, defiant temperament provoke harsh parenting, negative parent-child interaction persist, reinforcing antisocial patterns.

52
Q

Moffitts developmental taxonomy model (Pardini)

A

Childhood onset and adolescent onset delinquency.

53
Q

Social control and social developmental models from Laub & Sampson (Pardini)

A

Child learns through environment, stress is important family factor in shaping prosocial/antisocial behavior.

54
Q

Callous-unemotional traits (Pardini)

A

A lack of empathy, a disregard for others’ feelings and shallow or deficient affect, such as a lack of remorse or guilt. Important in parenting in relation to CB.

55
Q

Differential reinforcements (HC5)

A

When people do something voluntary, the consequences they experience afterwards can either encourage or discourage them from doing it again.

56
Q

Imitation (HC5)

A

Learning by watching and copying others. They want the same (positive) outcomes as the person they copying.

57
Q

Differential association (HC5)

A

If someone hangs frequently with individuals who support CB, they might influence the beliefs and behaviors.

58
Q

Diffused responsibility (HC5)

A

No one feels guilty for the crime, they share guilt.

59
Q

Social control theory Hirschi (?)

A

Having positive relationships, being part of regular activities and believing in shared values stop people from committing crimes.

60
Q

Differential association theory (Sutherland in Freelin)

A

Child can learn to commit crime the same way that hey learn any other behavior: through intimate social interactions, they choose to follow/break the law.

61
Q

Social control theory within life course perspective (Sampson & Laub in Freelin)

A

As people grow older, the things that influence their behavior change.

62
Q

Desistance (HC6)

A

Happens gradually over time. It occurs when an individuals involvement in CB decreases from a certain level to a point where it stays consistently low, they have effectively stopped committing crimes.

63
Q

Knifing off from the past (HC6)

A

Breaking free from the disadvantages or difficulties you faced before. Starting new chapter in different environment helps, also new experiences (can act as turning points).

64
Q

Scripts for new roles (HC6)

A

These are important to knife off the past. They must find out new behavioral scipts.

65
Q

Deterrence (HC6)

A

Is a way to prevent people from crime by using threats or punishments. Likelyhood depends on severity (harshness of punishment, eg longer prison sentence) and certainty and swiftness (people will less commit crimes when they know they will definitely be caught and punished quickly).

66
Q

General deterrence (HC6)

A

The possiblity of going to jail stops many people from breaking the law.

67
Q

Specific deterrence (HC6)

A

Going to prison often makes individuals realize how bad it is, making them think twice about committing more crimes after they are released.

68
Q

Rehabilitation (HC6)

A

Prisons provide programs for threating underlying risk factors. Affects individuals propensity to commit crime.

69
Q

Incapacitation (HC6)

A

Prison takes ‘would-be’ offenders out of society. Doesnt change anything about these individuals.

70
Q

Deterrence effect (HC6)

A

Its hard to say if imprisonment really helps to deter crime.

71
Q

Crystalliztion of discontent (Rodermond)

A

Is that criminals are getting tired of their criminal life.

Criminal behaviour during the lifecourse (11 decks)

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