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3 denial of the victim the victim had it coming 4

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3. DENIAL OF THE VICTIM The victim had it coming. 4. APPEAL TO HIGHER LOYALTIES Providing for my family is more important than the law. 5. CONDEMNATION OF THE CONDEMNERS Blaming the system. Crime is committed to just get by in life. SELF CONTROL THEORY GOTTFREDSON AND HIRSCHI UNUSUAL TO HAVE A THEORIST (HIRSCHI) KNOWN FOR TWO THEORETICAL PERSPECTIVES A GENERAL THEORY OF CRIME BEGIN WITH PREMISE THAT YOU CAN LEARN FROM CHARACTERISTICS OF CRIME: IMMEDIATE GRATIFICATION EASY TO DO EXCITING RISKY LITTLE SKILL RESULTING IN PAIN OR DISCOMFORT
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FROM THOSE CHARACTERISTICS THEY DEDUCE THAT PEOPLE WITH LOW SELF CONTROL TEND TO BE: IMPULSIVE NON-VERBAL INSENSITIVE PHYSICAL RISK-TAKING SHORT SIGHTED SELF CONTROL IS SEEN TO DETERMINE HOW VULNERABLE PEOPLE ARE TO TEMPTATIONS –THE PROPENSITY TO COMMIT CRIME THEY SUGGEST THAT IT IS DEVELOPED EARLY IN LIFE AND REMAINS MORE OR LESS STABLE INFLUENCE OF NEW FRIENDS OR FAMILY WILL HAVE MINIMAL EFFECT ON THE PROPENSITY TO COMMIT CRIME DEVELOPMENT OF SELF CONTROL INEFFECTIVE CHILD REARING MONITORING/ATTACHMENT RECOGNITION OF DEVIANT BEHAVIOR PUNISH DEVIANT ACTS Goals for this lecture DIFFERENTIAL ASSOCIATION THEORY SOCIAL LEARNING DIFFERENTIAL ASSOCIATION THEORY EDWIN SUTHERLAND: A STUDENT AT THE UNIVERSITY OF CHICAGO IN THE EARLY YEARS OF THE 1900’S SUTHERLAND REACTING TO DOMINANT BIOLOGICAL APPROACH AT THE TIME WROTE A CRIMINOLOGY TEXTBOOK IN 1924 IN WHICH HE ARGUES FOR A SOCIOLOGICAL APPROACH Differential association theory was proposed as an explanation for individual criminal behavior Differential association theory has nine propositions THE NINE PROPOSITIONS 1. Criminal behavior is learned 2. Criminal behavior is learned in interaction with others in a process of communication 3. The principal part of the learning of criminal behavior occurs within intimate personal groups 4. When criminal behavior is learned, the learning includes (a) techniques of committing the crime, which are sometimes very complicated, sometimes very simple, and (b) the specific direction of motives, drives, rationalizations, and attitudes 5. The specific direction of motives and drives is learn from DEFINITIONS OF THE LEGAL CODES AS favorable OR UNFAVORABLE 6. A person becomes delinquent because of an excess of definitions favorable to violation of law over definitions unfavorable to violation of law 7. Differential associations may vary in frequency, duration, priority, and intensity 8. The process of learning criminal behavior by association with criminal and anti-criminal patterns involves all of the mechanisms that are involved in any other learning.
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9. Although criminal behavior is an expression of general needs and values, it is not explained by those general needs and values, because noncriminal behavior is an expression of the same needs and values.
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