Control Theory and Youth Crime

Flashcards to review key vocabulary and concepts related to Control Theory and its application to youth crime.

Control Theory

Focuses on why people conform instead of engaging in youth crime.

Social Learning Theory (SLT)

Argues that youth crime is less likely when punished and when conformity is reinforced.

Differences between Control Theory and SLT

Control Theory focuses on levels of control, not motivation; SLT emphasizes modeling, beliefs, and reinforcement for crime.

Four major types of control in Control Theory

Direct control, stake in conformity, belief, and self-control.

Direct Control

Involves rules, monitoring behavior, punishing rule-breaking, and rewarding good behavior.

Stake in Conformity

Emotional bonds to conventional people and investments in future goals, such as school or career.

Belief (in Control Theory)

The belief that crime is wrong, which some youths aren't taught.

Self-Control

The ability to resist immediate rewards, with low self-control linked to impulsivity and risk-taking.

Establishment of Self-Control according to Gottfredson & Hirschi

Usually established before age 10.

Change of Self-Control Over Time

Self-control can change but is relatively stable; major life changes can affect it.

Labeling Theory

Focuses on how reactions to youth crime increase or reduce future youth crime.

At Risk

Focuses on problems and can reinforce negative labels.

At Promise

Focuses on potential and emphasizes strengths.

Effects of Harsh/Rejecting Reactions to Youth Crime

Reduce control, increase strain, increase learning of crime, and create a delinquent self-concept.

Restorative Justice

A meeting between an offender, victim, families, and community members to repair harm caused by crime.

Harsh Labeling Determinants

Severity/frequency of crime, appearance, demographics (race, class, gender), and associations with delinquent peers.

Main Idea of Life Course Theory

Youth crime patterns change over time; most people 'age out' of crime, but some persist.

Adolescence-Limited Offending

Engaging in crime during teenage years but stopping in adulthood.

Life-Course Persistent Offending

Starting crime early and continuing at a high rate through life, affecting about 4–10% of people.

Increase of Youth Crime During Adolescence

Caused by biological changes, social changes, reduced control, increased strain, and social learning of crime.

Reasons for Continued Offending

Traits like irritability and low self-control combined with poor family environments and life struggles.

Stopping Offending as Life-Course Persistent Offenders

Can stop through life-changing experiences such as good jobs, marriages, military service, or rehab.