Families and Juvenile Delinquency - 1992 Words

Introduction Families serve as one of the strongest socializing forces in a persons life. They help teach children to control unacceptable behavior, to delay gratification, and to respect the rights of others. Conversely, families can also teach children aggressive, antisocial, and violent behavior. In adults lives, family responsibilities may provide an important stabilizing force. Given these possibilities, family life may directly contribute to the development of delinquent and criminal tendencies. Parental conflict and child abuse correlate with delinquency. Though not all children who grow up in conflictive or violent homes become delinquent, however, being exposed to conflict and violence appears to increase the risk of†¦show more content†¦The same study shows a high prevalence of personality disorder but since a key element of the definition of personality disorder is aggressive or anti- social behavior it seems to add little to our understanding of the problem. In much of the li terature the terms mental illness are used reflecting a medical model perspective which is problematic for explanations of offending behavior since the literature largely supports a social learning explanation (Farrington, 2005; Smith Farrington, 2004; Mack et al., 2007). In order to take a stance on this the current author prefers to use the terms psychological distress. Assumptions about the heritability of juvenile crime are one of the illogical conclusions drawn from the general belief about family links to crime. There have been many critiques of the limitations of behavioral genetics particularly in regard to crime yet despite the social, psychological and environmental confounds in their studies some authors still choose to argue a genetic explanation (Kakar, 2005; Tuvblad, Grann Lichtenstein, 2006). It was argued that behavioral genetic methods are necessary to move research on antisocial behavior beyond the identification of risk factors to the establishment of causality. Theorists adopting this approach are willing to admit that perhaps 50% to 60% of the variance in antisocial behavior may haveShow MoreRelatedFamily Structure And Juvenile Delinquency1671 Words   |  7 Pagescrime is mostly known as juvenile delinquency. Juvenile delinquency is defined as young adults, people under eighteen, braking or violating the law (Websters). Family structure can affect juvenile delinquency in numerous ways. Family structure can include family support system, home environment, and family unity. The independent variable is family structure and the dependent variable is juvenile delinquency. Home environment plays a role in the production of juvenile delinquency. Kierkus and HewittRead MoreFamily Structure And Juvenile Delinquency1626 Words   |  7 Pagesincreasing the number of crimes committed by minors. Family structure can affect juvenile delinquency in numerous ways. The independent variable is family structure and the dependent variable is juvenile delinquency. Home environment plays a role in the production of juvenile delinquency. Kierkus and Hewitt (2009) in The Contextual Nature of the Family Structure/Delinquency relationship discussed how family structure is an important factor in delinquency but there might also be other factors that influenceRead MoreEssay on Family Structure and Juvenile Delinquency1612 Words   |  7 Pages Traditional families are becoming a thing of the past. Women are no longer staying at home and assuming their womanly roles that society once expected from them. Due to their choices and living environment, they have to do what they can to raise the children that being into this world. Women nowadays are becoming mothers at an early age and often have to the raise the child on their own. Due to this hardship, they must improvise when it comes to adjusting to the change of now raising a child andRead MoreThe Relationship Between Family Dynamics And Juvenile Delinquency1851 Words   |  8 PagesAbstract What is the relationship between family dynamics and juvenile delinquency? Can the family environment really affect the delinquency of a juvenile? A broken home is one of the first factors that will be looked at. Do single parents have more juveniles involved in delinquency than families with two parents? Do families with just a mother present have more delinquency than a family with just a father? The second factor that will be looked at is drugs and alcohol in the home. How does drugsRead MoreThe Impact of Gender and Family on Juvenile Delinquency in the United States888 Words   |  4 PagesJuvenile delinquency is of great concern in the United States. In 2007 over 2 million arrests were juveniles. There are two types of juvenile delinquency. The first type of offense is a behavior that would be a criminal violation for an adult. The other offense is called a â€Å"status† offense. Status offenses are delinquent actions that do not apply to adults, like running away a nd truancy. This paper will discuss the impact of gender and family on delinquency and the treatment by gender in the juvenileRead MoreJuvenile Delinquency Is Affected By The Family Circumstances, Activities, And Gender Of The Individual2675 Words   |  11 Pagescrime and delinquency are distributed through many variables such as family circumstances, activities, and gender. This literature review aims to analyze juvenile delinquency through these variables from research done in three specific articles. It was found that some of these variables have a direct affect on the amount of juvenile delinquency while others need further research for a conclusive answer to be found. Although theses are not all of the factors affecting juvenile delinquency, it is aRead MoreRochester Youth Development Study: Relationship Between Family and Juvenile Delinquency1052 Words   |  5 PagesThe behavior among juveniles and family problems among their homes is a major issue at hand in our society t oday. According to the National Criminal Justice Reference Service (2010), in the year 2010, 784 juveniles were arrested for murder, 2,198 for rape, and 35,001 for aggravated assault. The amount of juveniles being involved in violent crimes is very detrimental to all aspects of our society, but environmental factors are a major component of this issue that needs to be analyzed. The questionRead MoreJuvenile Delinquency And The Social Control Theory940 Words   |  4 PagesJuvenile delinquency is very prevalent especially among adolescents because studies have shown that during the time of adolescence that is when delinquency tends to increase and once adolescence has passed at about 17 years of age then it tends to decrease (Adolescent Delinquency, 2002). There are many factors that can contribute to the increase of delinquency during adolescence, some of the factors can be personality, mental disorders, genetics, economic status, environment, family, and cultureRead MoreThe Chara cteristics Of Juvenile Delinquency1111 Words   |  5 Pages The Characteristics of Juvenile Offender and Corresponding Measures in Japan. All through the ages, juvenile delinquency exists. However the tendency of characteristics has varied across the ages and social change. Even though it should be addressed, the counterplan the government prepares are only a semblance and seems to not address essentials, so the government should be dealing with juvenile delinquency and children juveniles should be treated in a fundamental way before they commit criminalRead MoreJuvenile Delinquency Is A Crime967 Words   |  4 PagesJuvenile Delinquency is a crime categorize mainly based on age. Juvenile delinquency the definition under the criminal law it generally refers to behavior which shall be subject to criminal penalties for people age under 18 being implemented. Juvenile delinquency is an increasingly common social problem facing the U.S currently. The problem of juvenile delinquency is also very prominent, and the severity of their crimes have been gaining awareness of the whole society. Poor social environment is

My Early Stages Of My Life - 908 Words

In my early stages of my life, I’ve always look down on books. I saw books as useless and boring. Some particular books I remembered as a child are anime books. They are still in my memory because I feel anime books are more visual and less words so you get to have your own perspective and opinion of what’s going on. In terms of reading for fun, I don’t ever remember doing that. I think that many teachers in my life forced me to read so now I’m rebellious of reading for fun. I just have this awkward feeling when doing so because I always see books as educational and not part of my â€Å"fun time†. Even though I have a lack of interest in books, I do know the importance of them and how it can better my english skills. My favorite books are â€Å"The devil in the blue dress† and â€Å"The Road†. I feel I like these books because I’m a big fan of thrillers and these books really gives me goosebumps and chills when I read them. The last book I read that wasn’t required was â€Å"As I lay Dying†. I was recommended by my friend to read this book since he knows I’m into the suspenseful books. This book was very interesting since it’s hard for any book to interest me. This was one of the books that I took high interest in and actually genuinely like reading it. I had this weird feeling that I can’t continue reading the book after a powerful scene even though I want to continue. It caused confusion and anxiety for me, but not in a bad way. It made me more absorbed into the book. My favorite genre ofShow MoreRelatedCareer Overview : Early Stages Of My Life Essay1065 Words   |  5 PagesProfessor Timm Hackett ACA 122-OL3-OL3 03 November 2016 Career Overview In the early stages of my life I wanted to become everything when I was older. It started at wanted to be a teacher, police officer and then a firefighter I was young and didn’t know what I wanted to be. Because I liked all these occupations I concluded that I just wanted a job that involved me helping others. As I grew older and based on my experiences I know that I want to be in the nursing field. I come to believe thatRead MorePersonal Human Growth And Development Timeline944 Words   |  4 Pagesremember it, clearly! In this stage you are having genetic influences in your life, also transmission of physical traits to you (Rathus, 2015, pg. 27). During this stage in my life this is when I received all my physical and genetic traits. Like the color of my eyes, my gender, the slight astigmatism in my left eye, the color of my hair. I personally do not have any children so I do not know what it is like to experience prenatal development in my own children. Luckily my parents didn’t pass down anyRead MoreEarly Life Experiences Impact The Person Across Their Lifespan930 Words   |  4 Pagesâ€Å"Early life experiences impact the person across their lifespan† is conveyed in the Jane Piaget theory ‘Stages of cognitive development’ (1936) and Erik Erikson theory ‘Psychosocial stages’ (1950). Piaget argued that children develop knowledge by constructing their experience and observe with their own ideas about how the thing works.(Burton, L.J., Westen, d. Kowalski, R.M. 2015) He developed 4 stages of his theory: Sensorimotor Stage, Preoperational Stage, Concrete Operational Stage and FormalRead MoreThe Process Of Human Development957 Words   |  4 Pagesawareness. When breaking down the lifespan into stages such as, childhood, adulthood, and late adulthood; the breakdown seeks to bring unity to the life of human being, and ultimately help us to understand the development of a person. Some people argue that d evelopmental process undergoes gradual changes based on gathering experiences and skills, while others are convinced that it processed by influences by certain turnaround points. Everyone have a different life- span development. One’s personal emotionalRead MoreEarly Childhood And Child Development928 Words   |  4 PagesAfter reading chapter 6 of the textbook, I have realized that children early years are severely important because they provide the foundation for the rest of their life, as adolescent, and as adult. Children that are well nurtured can live well and be sociable. Early childhood is the most rapid period of development in a human life. A child creates their own sense of identity. Indeed, it is important for a child to have a sense of identity. Although individual children develop at their pace, allRead MoreDevelop1294 Words   |  6 PagesName: Tutor: Task: Date: Developmental psychology Infancy and Childhood Physical development During early childhood stage, infants begin to drop their roundish baby like display. Their bones grow more proportionate with the lengthening of their legs and arms. They start to obtain fine motor skills. The newfound skills enable them to grip a pencil in a more functional way. This is a good time to provide them with puzzles and blocks, as well as to supervise them while they use paper and scissorsRead MoreThe Development And Development With One s Lifespan857 Words   |  4 PagesGrowth and Development over One’s Lifespan Who We Are is determined by our individual growth and development. According to Erik Erikson (1971) eight stage developmental theory, humans continue to develop throughout their entire lifespan from birth until death. Each stage representing a key aspect in the development of one’s identity, and personality, and overall well-being. Our personal identity gives each of us an integrated and cohesive sense of self that endures and continues to grow as weRead MoreErikson s Theory, Vygotzy, And Piaget s Model1583 Words   |  7 PagesDevelopmental Journal From Psychology we learn there are basic theories on why we are the way we are as adults. As a human being we learn early as a child what is right from wrong, however we do not learn these actions on our own. Outside forces such as our parents, experiences and other people who have influences our train of thought in our life. The three developmental theories that will be explained are Erikson’s theory, Vygotzy’s theory, and Piaget’s model. All of these theories explain theRead MoreErik Erikson s Psychosocial Theory Essay1155 Words   |  5 Pagesof eight stages each signified by a â€Å"crisis†. 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Erikson’s theories provide a structure to examine the progressive psychosocial development stages of the individual throughout

Chapter 2 Quantitative, Qualitative, and Mixed Research Free Essays

Chapter 2: Quantitative, Qualitative, and Mixed Research Answers to Review Questions 2. 1. Describe the key features of quantitative and qualitative research. We will write a custom essay sample on Chapter 2: Quantitative, Qualitative, and Mixed Research or any similar topic only for you Order Now Just look at Table 2. 1, which shows the key characteristics of these two approaches in their pure or extreme forms as well as the characteristics of mixed research. I will mention a few of these here. Quantitative research uses the deductive or confirmatory or â€Å"top down† scientific method; it is used primarily for description, explanation, and prediction. It is based on quantitative data, in particular on the analysis of variables. The results are statistical and a goal is to generalize the results. In qualitative research, in contrast, the â€Å"bottom up† or inductive exploratory method is used; it is used primarily for the purposes of description and exploration and to gain an understanding of how people think and experience their lives. It is based on qualitative data which during analysis are examined for patterns, themes, and holistic features. A narrative report is presented and generalization is usually not a goal because the focus is on the local, the personal, the subjective. 2. 2. Describe the key features of mixed research. Mixed research is the third and newest research methodology paradigm. As you can see in Table 2. 1 it tries to mix the best of qualitative and quantitative research into research studies. Philosophically, mixed research takes an eclectic, pragmatic, and commonsense approach, suggesting that the researcher mix quantitative and qualitative in a way that works best for the given research question being studied in a particular context. Mixed research uses both deductive and inductive methods, obtains both quantitative and qualitative data, attempts to corroborate and complement findings, and takes a balanced approach to research. Later in the chapter you will learn about the fundamental principle of mixed research which states that when planning mixed research, the researcher should mix methods or procedures in a way that the resulting mixture or combination has complementary strengths and nonoverlapping weaknesses. 2. 3. What is the difference between a categorical variable and a quantitative variable? Think of an example of each. A categorical variable varies in type or kind and a quantitative variable varies in degree or amount. An example of the former is gender, and an example of the latter is class size. . 4. Why is experimental research more effective than nonexperimental research when a researcher is interested in studying cause and effect? Strong experimental research designs (i. e. , the best experiments) include both manipulation and random assignment; nonexperimental has neither of these. â€Å"Manipulation† is an action taken by the researcher in the world (e. g. , providing a treatment to one group and a control condition to another group); manipulation allows us to see a manipulation first, and then observe the outcome or result of the manipulation. Random assignment† makes the groups similar on ALL extraneous variables at the beginning of the experiment; hence, the only difference between the groups will be the level of independent variable received, allowing the differences observed after the experiment is completed to be attributed to the manipulated independent variable. 2. 5. What are the main problems with the simple cases of causal-comparative and correlational research? The problem with BOTH of these simple cases is that the researcher has no manipulation, no random assignment, and is only able to determine whether a statistical relationship is present. Observing a relationship is NOT enough information to attribute causation. To make a causal attribution, you need to meet three conditions: 1) show that there is a relationship, 2) show that you have the correct time ordering of your variables, that is, if A causes B then A must precede B in time, and 3) all alternative explanations must be ruled out. Again, all the simple cases give us is a relationship (i. e. , condition 1). (On the other hand, a well conducted strong experiment satisfies all three conditions. ) 2. 6 What are two variables that you believe are positively correlated? Study time the night before an exam and test grades (i. e. , the greater the study time, the higher the grades). 2. 7. What are two variables that you believe are negatively correlated? Amount of time spent partying the night before a test and test grades (i. e. , the greater the time spent partying, the lower the grades).. 2. 8. What are the different types of qualitative research, and what is the defining feature of each of these? The types are phenomenology, ethnography, case study research, grounded theory, and historical research. Here are the definitions, with the key ideas underlined: (a) Phenomenology: a form of qualitative research in which the researcher attempts to understand how one or more individuals experience a phenomenon. (b) Ethnography: a form of qualitative research focused on describing the culture of a group of people. (c) Case study research: a form of qualitative research that is focused on providing a detailed account of one or more cases. (d) Grounded theory research: a qualitative approach to generating a theory from the data that the researcher collects. e) Historical research: research about events in the past. 2. 9. What is mixed research, and what is an example of this kind of research? Mixed research (also commonly called mixed methods research) is research in which the researcher uses a combination of quantitative and qualitative approaches in a single research study. Example: study the members of the snake handling churches in the Southern Tennessee/West Georgia using participant o bservation and using quantitative measurement instruments to profile the participants on variables of interest. Both sorts of data will likely provide useful information. 2. 10. What are the three research paradigms in education and what are the major types of research in each of these paradigms? (Hint: See Figure 2. 3 in your textbook. ) They are quantitative research, qualitative research, and mixed research. Quantitative research has two major subtypes: experimental and nonexperimental research; qualitative research has five major subtypes: phenomenology, ethnography, case study, grounded theory, and historical research. How to cite Chapter 2: Quantitative, Qualitative, and Mixed Research, Essays Chapter 2 Quantitative, Qualitative, and Mixed Research Free Essays Chapter 2: Quantitative, Qualitative, and Mixed Research Answers to Review Questions 2. 1. Describe the key features of quantitative and qualitative research. We will write a custom essay sample on Chapter 2: Quantitative, Qualitative, and Mixed Research or any similar topic only for you Order Now Just look at Table 2. 1, which shows the key characteristics of these two approaches in their pure or extreme forms as well as the characteristics of mixed research. I will mention a few of these here. Quantitative research uses the deductive or confirmatory or â€Å"top down† scientific method; it is used primarily for description, explanation, and prediction. It is based on quantitative data, in particular on the analysis of variables. The results are statistical and a goal is to generalize the results. In qualitative research, in contrast, the â€Å"bottom up† or inductive exploratory method is used; it is used primarily for the purposes of description and exploration and to gain an understanding of how people think and experience their lives. It is based on qualitative data which during analysis are examined for patterns, themes, and holistic features. A narrative report is presented and generalization is usually not a goal because the focus is on the local, the personal, the subjective. 2. 2. Describe the key features of mixed research. Mixed research is the third and newest research methodology paradigm. As you can see in Table 2. 1 it tries to mix the best of qualitative and quantitative research into research studies. Philosophically, mixed research takes an eclectic, pragmatic, and commonsense approach, suggesting that the researcher mix quantitative and qualitative in a way that works best for the given research question being studied in a particular context. Mixed research uses both deductive and inductive methods, obtains both quantitative and qualitative data, attempts to corroborate and complement findings, and takes a balanced approach to research. Later in the chapter you will learn about the fundamental principle of mixed research which states that when planning mixed research, the researcher should mix methods or procedures in a way that the resulting mixture or combination has complementary strengths and nonoverlapping weaknesses. 2. 3. What is the difference between a categorical variable and a quantitative variable? Think of an example of each. A categorical variable varies in type or kind and a quantitative variable varies in degree or amount. An example of the former is gender, and an example of the latter is class size. . 4. Why is experimental research more effective than nonexperimental research when a researcher is interested in studying cause and effect? Strong experimental research designs (i. e. , the best experiments) include both manipulation and random assignment; nonexperimental has neither of these. â€Å"Manipulation† is an action taken by the researcher in the world (e. g. , providing a treatment to one group and a control condition to another group); manipulation allows us to see a manipulation first, and then observe the outcome or result of the manipulation. Random assignment† makes the groups similar on ALL extraneous variables at the beginning of the experiment; hence, the only difference between the groups will be the level of independent variable received, allowing the differences observed after the experiment is completed to be attributed to the manipulated independent variable. 2. 5. What are the main problems with the simple cases of causal-comparative and correlational research? The problem with BOTH of these simple cases is that the researcher has no manipulation, no random assignment, and is only able to determine whether a statistical relationship is present. Observing a relationship is NOT enough information to attribute causation. To make a causal attribution, you need to meet three conditions: 1) show that there is a relationship, 2) show that you have the correct time ordering of your variables, that is, if A causes B then A must precede B in time, and 3) all alternative explanations must be ruled out. Again, all the simple cases give us is a relationship (i. e. , condition 1). (On the other hand, a well conducted strong experiment satisfies all three conditions. ) 2. 6 What are two variables that you believe are positively correlated? Study time the night before an exam and test grades (i. e. , the greater the study time, the higher the grades). 2. 7. What are two variables that you believe are negatively correlated? Amount of time spent partying the night before a test and test grades (i. e. , the greater the time spent partying, the lower the grades).. 2. 8. What are the different types of qualitative research, and what is the defining feature of each of these? The types are phenomenology, ethnography, case study research, grounded theory, and historical research. Here are the definitions, with the key ideas underlined: (a) Phenomenology: a form of qualitative research in which the researcher attempts to understand how one or more individuals experience a phenomenon. (b) Ethnography: a form of qualitative research focused on describing the culture of a group of people. (c) Case study research: a form of qualitative research that is focused on providing a detailed account of one or more cases. (d) Grounded theory research: a qualitative approach to generating a theory from the data that the researcher collects. e) Historical research: research about events in the past. 2. 9. What is mixed research, and what is an example of this kind of research? Mixed research (also commonly called mixed methods research) is research in which the researcher uses a combination of quantitative and qualitative approaches in a single research study. Example: study the members of the snake handling churches in the Southern Tennessee/West Georgia using participant o bservation and using quantitative measurement instruments to profile the participants on variables of interest. Both sorts of data will likely provide useful information. 2. 10. What are the three research paradigms in education and what are the major types of research in each of these paradigms? (Hint: See Figure 2. 3 in your textbook. ) They are quantitative research, qualitative research, and mixed research. Quantitative research has two major subtypes: experimental and nonexperimental research; qualitative research has five major subtypes: phenomenology, ethnography, case study, grounded theory, and historical research. How to cite Chapter 2: Quantitative, Qualitative, and Mixed Research, Essays