example for Juvenile delinquency ( 2000 words )

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Juvenile Justice

Jadrian Taylor

UTEP

10-11-21

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General Strain Theory:

Agnew developed his theory of crime and deviation, which he termed general strain theory.

juvenile delinquency are the outcomes and adjustments of socioeconomic stress caused by a

variety of human circumstances such as poverty, family situation, school setting, and peer

relationships, to mention a few. The three different types of strain described by Agnew's strain

theory are being used to define juvenile delinquency. The first sort of stress is when a person is

unable to achieve positive objectives that they have set for himself, resulting in delinquency if the

person reacts in anger. The second sort of strain is the loss of any and/or all good stimulation in an

adolescent's life, such as a steady relationship with their family. If a juvenile's environment is

devoid of good influences and stimulation, they may grow enraged and dissatisfied, resulting in

criminality. Negative stimuli, which can result in violence, are the third form of strain. The tension

associated with various strains can be decreased and lowered if unpleasant stimuli are avoided, and

objectives are defined as more sensible and achievable.

Strain theory differs social theories in that it specifies the sort of social connection that

results in delinquency and the motive for delinquency (Agnew, 2020). The importance of general

strain theory is that it concentrates on the interactions that inhibit a person from accomplishing

desirable goals. Strain theory focuses primarily on unfavorable connections in which the person is

not treated as they would like to be treated. According to Agnew, strain theory claims that negative

emotion states, most especially rage and similar emotions which typically emerge from poor

relationships, drive teenagers towards delinquency. Strain theory is differentiated by its emphasis

on bad relationships with others and its assumption that such ties contribute to delinquency via the

negative impact, particularly rage, that an individual occasionally experiences (Agnew, 2020).

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Adolescents who are susceptible to delinquency due to unique features might be triggered by any

situation that causes tension, which can spark a delinquent act.

Life-Course Theory

Numerous theories have been proposed to explain various facets of crime, but perhaps the

most intriguing is the life-course theory. It began with Gottfredson and Hirschi's life-course theory,

and then moved onto the Moffitt edition of the theory, and finally, Sampson and Laub integrated

all these ideas into their life-course theory. Life-course theory and study are concerned with the

progression of changes in an individual's life over time (Laub, 2004). Because these changes might

lead to deviant or criminal conduct, life-course research is being conducted to develop ways to

assist people in absorbing those transitions. Gottfredson and Hirschi concentrated on the

consistency of crimes in teenage lives, Moffitt on the consistency or development in teenage lives,

and Sampson and Laub on both continuity and change. Gottfredson and Hirschi's study revealed

the continuation of crime, and they established the theory of social control, that highlighted

concept of social relationships (Laub, 2004). Moffitt argues that life-course persisters have

pathogenetic foundations that can be traced back to childhood and that lifestyle factors such as

behavioral disorder, low verbal IQ, and poor self-control play a role.

The Glueck men's research by Sampson and Laub revealed that family structures and

sociocultural environments such as poor management, severe punishment, and insufficient parent

connection are significant contributors to teenage misbehavior. Moffitt disagrees, claiming that a

child's vulnerability is exacerbated by such unfavorable familial circumstances, making life-course

chronic misbehavior more likely. If a kid's parents exhibit poor parental skills, adolescents are far

more likely than adults to participate in aberrant behavior.

Psychodynamic theory

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According to psychodynamic theory, latent cognitive functions created in childhood and

adolescence affect character and impact behavior, especially juvenile delinquency. The

psychodynamic theory proposes that the character is divided into three parts: the brain, self-

importance, and sense of self (Higdon, 2012). The mind, present in children, is made up of

irrational, innate impulses and intentions. The ego develops from the brain and reflects the

personality’s problem-solving capacity. It works with fact, distinguishes it from fiction, and trains

youngsters to postpone satisfaction since self-destructive will land them in hot water. The

"superego" represents the children's sense of morality, rules, and beliefs. The superego, which is

more intimately associated only with consciousness, is accountable for shame and guilt. The three

aspects of the personality operate together in mentally sound youngsters. The persistence of Freud

and psychodynamic theory is indicated by the prominence of childhood development events and

cognitive states in the analysis of human conduct.

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References

Agnew, R. (2020). Foundation for a general strain theory of crime and delinquency. Crime,

Inequality and the State, 294-311. https://doi.org/10.4324/9781003060581-23

Higdon, J. (2012). The value of psychodynamic theory. Psychodynamic Theory for

Therapeutic Practice, 13-30. https://doi.org/10.1007/978-0-230-35636-8_2

LAUB, J. H. (2004). The life course of criminology in the United States: The American

Society of criminology 2003 presidential address*. Criminology, 42(1), 1-26.

https://doi.org/10.1111/j.1745-9125.2004.tb00511.x