https://padlet.com/sadielynk/5ern0tfi1otbraa8 By Sadie Kuhns for CJ 305 en-us 2020-12-09 20:36:46 UTC 2024-10-04 15:57:02 UTC hello@padlet.com Sadielynk https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004022472 2020-12-09 20:40:33 UTC https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004022472 Sadielynk https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004025867 Positive or negative reinforcement of specific desired behaviors and withdraw of reinforcement for unwanted behaviors. (Walsh, 2016)]]> 2020-12-09 20:41:34 UTC https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004025867 Sadielynk https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004026129

Akers emphasizes that DAT and operant psychology both explain individuals learning 'definitions favorable' to criminal inclination. (Walsh, 2016)

"Definitions" generally are described as symbolic meanings or interpretations of events, objects, or people.

From birth, humans begin to learn from punishment, reinforcement, and observing their environment. 

Criminologist Gwynn Nettler states, "...what we learn and how well we learn it depends on constitution."

Positive and negative associations placed during interactions throughout childhood will have an impact on behavioral attitudes in future interactions.

]]> 2020-12-09 20:41:39 UTC https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004026129 Sadielynk https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004043437 A psychosocial perspective associated with Ronald Akers which involves looking at mechanisms that influence behavior as an explanation for deviance. (Walsh, 2016)]]> 2020-12-09 20:46:49 UTC https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004043437 Sadielynk https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004058333 Differential Association Theory, according to Akers, is the start but SLT explores differential reinforcement, imitation, and definitions as further mechanisms. (Walsh, 2016)]]> 2020-12-09 20:51:21 UTC https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004058333 Sadielynk https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004084848 Interpretation of consequences of actions can be positive or negative and similarly associated in future interaction. (Walsh, 2016)]]> 2020-12-09 20:59:59 UTC https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004084848 Sadielynk https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004116503                                            Bandura's Psychological Perspective]]> 2020-12-09 21:09:51 UTC https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004116503 Sadielynk https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004144534 In Virginia, simple Assault and runaways were the leading cause of juvenile arrests in 2011. ]]> 2020-12-09 21:19:26 UTC https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004144534 Sadielynk https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004157280

Generally, Juvenile crime increases due to socially observed factors, such as parental example or societal influence

For example, the Department of Justice draws connection to records of increased juvenile crime and the increase of drug trafficking since the 1980's. (Moon & McClusky, 2011)

At the individual level, children who witness parents, friends, and others within their social group performing criminal activities have a high chance of repeating those behaviors through modeling. 

According research, children who face some sort of physical or sexual abuse are more likely to repeat those and/or other violent acts in adulthood than children who do not experience these hardships. (Felson & Lane, 2009)

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Farrington, D. P. (2002). Criminology. Criminal Behaviour and Mental Health, 12(S1), 16. https://doi.org/10.1002/cbm.513

Felson, R. B., & Lane, K. J. (2009). Social learning, sexual and physical abuse, and adult crime. Aggressive Behavior, 35(6), 489–501. https://doi.org/10.1002/ab.20322

Moon, B., Hwang, H.-W., & McCluskey, J. D. (2011). Causes of school bullying: empirical test of a general theory of crime, differential association theory, and general strain theory. Crime & Delinquency, 57(6), 849–877.

O'Connor, T. G., Matias, C., Futh, A., Tantam, G., & Scott, S. (2013). Social learning theory parenting intervention promotes attachment-based caregiving in young children: randomized clinical trial. Journal of Clinical Child and Adolescent Psychology : The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 42(3), 358–70. https://doi.org/10.1080/15374416.2012.723262

 Snethen, G., & Van Puymbroeck, M. (2008). Girls and physical aggression: causes, trends, and intervention guided by social learning theory. Aggression and Violent Behavior, 13(5), 346–354. https://doi.org/10.1016/j.avb.2008.05.003

Walsh, A. (2016). Criminology: The Essentials (2nd ed.). Thousand Oaks, CA: SAGE.

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Emotional management and conflict resolution skills are learned overtime through observing and experiencing. (O'Connor et al., 2013)

Some psychologists and sociologists are concerned for the occurrence of biased parental behavior when focused on social learning techniques. 

Parents may show 'superficial' emotion or selectively teach children information based on the parent's desired behavioral outcomes. 

This, some argue, gets in the way of natural evolution of human social learning. (learning based on realistic example rather than fabricated guidelines)

Other parenting factors such as poor child-rearing, family criminality, and financial strain are linked to juvenile crime.

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Social Learning theory explains why juveniles who have learned through either parental or community influences that crime is a valid response to certain needs or stimuli.

Using data from Virginia, social learning theory would imply that the majority of juvenile crimes in 2011 were influenced through learned social violence. This could insinuate the necessity for review of domestic violence rates vs juvenile arrest rates in searching for the root of the issue. Runaways as a top percentage of juvenile crimes in 2011 would also indicate a similar rate of neglectful, poor, or abusive households in the state. 

The cycle of violence is supported by this theory. If children learn violence from parents and others, then they will likely pass that onto their children.

By applying both operant psychology and differential association theory principles, SLT provides explanation for deviant behavior with a reference group to have learned the behavior from. However, SLT does not explain outlier acts of violence in otherwise acceptable social and parental environments.

]]> 2020-12-09 22:04:54 UTC https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004261785 Sadielynk https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004336314 by Sadie Kuhns]]> 2020-12-09 22:42:23 UTC https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004336314 Sadielynk https://padlet.com/sadielynk/5ern0tfi1otbraa8/wish/1004356234

In 2005, the Department of Justice found that aggressive violence was increasing in girls and decreasing among boys. 

From the SLT perspective, aggression is learned from a variety of reference groups. (Puymbreock & Snethen, 2008)

Arguably, women are more often victims of interpersonal violence than men. Social Learning Theorists may argue that any rise in violence from girls is likely correlated with a rise in victimization of girls. 

Praise, apathy, or reciprocated aggression are the three main pathways a violence-based influence will take when reinforcing aggressive acts

Entrance to the justice system at young age through other forms of criminality often lead to repeated criminality where behavior evolves into violence. This may be due to aforementioned reinforcement from like-minded peers after being labeled 'criminal.'

There are several media sources which provide reference group information pertaining to gun violence, domestic relationships, child abuse, street crime, white-collar crime, and other glorified forms of Hollywood criminality which may inflate an individual's idea of socially acceptable behavior.

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