Theories of Delinquency
Introduction
Two theoretical frameworks through which juvenile delinquency can be examined are Strain Theory and Social Learning Theory. For instance, Strain Theory suggests that societal pressures and the inability to achieve socially accepted goals through legitimate means lead to delinquency. In contrast, Social Learning Theory posits that delinquent behavior is learned through social interactions and observation of others. This paper explores the similarities and differences of these theories and discusses their application to the problem of juvenile delinquency.
Strain Theory
Strain Theory was first developed by sociologist Robert Merton in the 1930s. It is centered on the concept of anomie, or a state of normlessness in which social norms and the established social structure both fail in terms of providing guidance and constraints on behavior (Merton, 1938). Merton believed that when individuals are unable to achieve desirable social goals, such as wealth and success, through hard work and education, they lash out and resort to illegitimate means. This turn is what leads to deviant behavior or delinquency. The deviance is push-back against the social structure that fails them.
Merton proposed five modes of adaptation to this strain: conformity, innovation, ritualism, retreatism, and rebellion. In the context of juvenile delinquency, an individual who adopts innovation might engage in illegal activities to attain societal goals, whereas one who retreats may reject both societal goals and means, potentially resulting in substance abuse or other antisocial behaviors. In the 1980s and 90s, Robert Agnew extended Merton's Strain Theory. Agnew's General Strain Theory (GST) suggested that strain could also result from negative stimuli like abuse, neglect, or negative relations, leading to negative emotions, which in turn lead to delinquency as a coping mechanism (Agnew, 1992). In addition to societal pressures to achieve certain goals, Agnew included a broader range of stressors like family conflicts, harsh discipline, or victimization.
Social Learning Theory
Social Learning Theory, proposed by Albert Bandura in the 1960s, offers a perspective on how individuals learn within the context of a social environment (Bandura, 1977). According to Bandura, people can learn new behaviors by observing others, a process he termed observational learning or modeling. He asserted that learning could occur without direct reinforcement or punishment, challenging the behaviorist perspective dominant at that time.
This theory places significant emphasis on the cognitive processes that facilitate learning, such as attention, memory, and motivation (Yang et al., 2013). In the context of delinquency, the theory posits that if a child observes a role model behaving in a certain way (e.g., acting aggressively, breaking laws) and sees the behavior going unpunished or even rewarded, the child is more likely to imitate that behavior. Bandura (1977) also introduced the concept of self-efficacy, which refers to an individual's belief in their ability to succeed in a particular situation. Self-efficacy can influence an individual's choice of behaviors, and in the case of delinquency, a high self-efficacy in illicit activities might contribute to a higher likelihood of engaging in such behaviors.
A major implication of Social Learning Theory for juvenile delinquency is that changing the individual's social environment and the behaviors they observe can be an effective way to alter their behavior. This might involve interventions at the family or school level, or broader societal efforts to provide positive role models.
Similar Elements
While both Strain Theory and Social Learning Theory have different perspectives on the causes of delinquency, they share a foundational emphasis on the role of external factors and the environment. Strain Theory postulates that societal structures and an individual's position within that structure, significantly contribute to the development of delinquent behaviors....
…modifying parental behaviors can significantly influence a child's actions. Family therapy and parenting programs can guide parents in applying effective discipline strategies, fostering open communication, and modeling positive behavior. Peer-group interventions could also be used. Influencing the norms and behaviors within peer groups to discourage delinquency is crucial. School-based programs promoting positive social norms and behaviors can help facilitate this shift. Providing positive role models and mentorship programs are also beneficial according to the theory. And programs that teach conflict resolution, emotional regulation, and positive decision-making could be implemented.Consideration of Offenders' Characteristics
Strain theory suggests that those who experience more strain (like low-income individuals, those with limited educational opportunities, or individuals facing racial or gender discrimination) are more likely to engage in delinquency. Thus, interventions may need to be tailored according to these characteristics.
In contrast, Social Learning Theory would suggest that interventions should focus on the individual's immediate social environment, which could be influenced by many factors, including gender, race, or socio-economic status. For instance, a program might be more effective if it considers the cultural norms and values of a particular racial or ethnic group.
In terms of substance abuse and mental health issues, Strain Theory would propose these issues could potentially be a result of the strain or a maladaptive coping mechanism. On the other hand, Social Learning Theory would consider these as potentially learned behaviors from influential figures in the individual's life. Hence, treatment approaches would need to be multifaceted, addressing the strain or environmental factors as well as the mental health or substance abuse issues directly.
In conclusion, both Strain Theory and Social Learning Theory provide valuable insights into the causes and potential remedies for juvenile delinquency. Both theories help to shed light on the root causes of juvenile delinquency. Practical steps to address the problem…
References
Agnew, R. (1992). Foundation for a general strain theory of crime and delinquency. Criminology, 30(1), 47-88.
Bandura, A. (1977). Social Learning Theory. Prentice-Hall.
Byongook, M., & Morash, M. (2004). Adaptation of theory for alternative cultural contexts: Agnew's general strain theory in South Korea. International Journal of Comparative and Applied Criminal Justice, 28(2), 77-104.
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