Explain The Boys' Actions According To Each Of The Four Theo

Explain The Boys Actions According To Each Of The Four Theorieson Hi

Explain the boy's behavior according to each of the four crime causation theories. A fourteen-year-old boy from a poor family steals a soda and candy bar from a convenience store, catches the clerk's attention, and is subsequently caught and reported to the police. Your task is to analyze and explain his behavior using the four crime causation theories: Biological Theory, Psychological Theory, Social Structure Theory, and Social Process Theory. Use scholarly sources, the internet, or your textbook for reference, and cite these sources in APA format. Your paper should be formatted according to APA guidelines, include in-text citations, and be approximately 1000 words in length.

Paper For Above instruction

Introduction

The criminal behavior of juveniles has long been a subject of academic interest, with scholars proposing various theories to explain why youth may engage in illicit activities. The case of a fourteen-year-old boy who steals beverages from a store provides an illustrative example through which we can examine criminal behavior from multiple theoretical perspectives. This paper explores this behavior through four primary criminological frameworks: Biological Theory, Psychological Theory, Social Structure Theory, and Social Process Theory. Each theory offers distinct insights into the motivations and circumstances that might influence juvenile theft, emphasizing biological predispositions, mental health factors, societal influences, and interactional processes.

Biological Theory

The Biological Theory of crime suggests that certain physical or genetic traits predispose individuals to criminal behavior. Supporters of this theory argue that genes, brain structure, or biochemical factors may influence tendencies toward delinquency (Raine, 2013). In the context of the juvenile thief, biological explanations might posit that genetic makeup contributes to impulsivity or risk-taking behavior. For example, research indicates that abnormalities in brain regions responsible for impulse control, such as the prefrontal cortex, could lead to poor decision-making in adolescence (Casey et al., 2015). Furthermore, hormonal imbalances, such as elevated testosterone levels, have been linked to increased aggression and impulsivity, possibly correlating with criminal acts like theft (Dane & Leiter, 2012). While biological predispositions do not determine behavior outright, they may create a susceptibility that, combined with environmental factors, increases the likelihood of juvenile offending.

Psychological Theory

Psychological theories focus on individual mental states, personality traits, and developmental factors that influence criminal conduct. According to these theories, delinquency may stem from deep-seated emotional issues, personality disorders, or abnormal cognitive development (Walters, 2013). In this scenario, the boy's theft could be viewed as an expression of underlying psychological difficulties, such as impulsivity, low self-control, or deficits in moral reasoning. For instance, if the boy experienced neglect or emotional trauma, these experiences might impair his ability to develop empathy or understand the consequences of his actions (Barker et al., 2014). Cognitive-behavioral factors, such as a sense of entitlement or low self-esteem, could also motivate theft as a means to cope with feelings of inadequacy or social marginalization (Sutherland & Cressey, 2018). Thus, psychological explanations emphasize internal states and developmental histories in understanding juvenile theft.

Social Structure Theory

Social Structure Theory attributes delinquent behavior to the societal environment and structural inequalities. It posits that poverty, lack of access to education, community disorganization, and socioeconomic deprivation contribute significantly to criminal acts among youth (Agnew, 2016). The boy's impoverished background may have exposed him to environments where crime is a common response to hardship, and limited opportunities steer youth toward unlawful activities (Wilson, 2012). This perspective suggests that structural factors create a context of frustration and alienation, leading to behaviors such as theft as a way to meet basic needs or achieve social status. The Theory also emphasizes the role of community disorganization, where neighborhood norms may implicitly condone or fail to prevent juvenile offending (Bursik & Grasmick, 2014). Therefore, the boy's actions are viewed not merely as individual choices but as reflections of societal inequalities and environmental influences.

Social Process Theory

Social Process Theory centers on the idea that delinquent behavior results from social interactions and learned behaviors. It emphasizes that criminality is learned through association with others who endorse or practice deviant acts (Sampson & Laub, 2014). Applying this framework, the boy's theft could be understood as a consequence of peer group influences, family dynamics, or community interactions. If he associates with peers involved in delinquency or has been exposed to environments where theft is normalized or rewarded, he may adopt such behaviors through imitation and reinforcement (Akers, 2015). Social bonding aspects, such as weak ties to conventional institutions like school and family, can also increase susceptibility to criminal behavior, as the youth lacks positive social attachments that discourage unlawful acts (Hirschi, 2017). In this context, juvenile theft is considered a learned response reinforced through interactions with delinquent peers and social environments.

Conclusion

The analysis of the juvenile’s theft through these four criminological theories illustrates the multifaceted nature of criminal behavior. Biological factors may predispose the individual toward impulsivity, while psychological issues influence internal motivation. Societal structures create environments that foster or discourage delinquency, and social interactions facilitate the transmission and reinforcement of criminal behaviors. Recognizing these diverse influences underscores the importance of a holistic approach to juvenile crime prevention, involving biological, psychological, social, and environmental interventions to address the root causes of delinquency effectively.

References

Akers, R. L. (2015). Social Learning and Crime: A General Theory of Crime and Deviance. Routledge.

Agnew, R. (2016). Juvenile Delinquency and the Social Structure. Routledge.

Barker, E. D., Toth, S., & McCarthy, M. E. (2014). Developmental perspectives on antisocial behavior. Journal of Child Psychology and Psychiatry, 55(3), 284-298.

Bursik, R. J., & Grasmick, H. G. (2014). Neighborhoods and Crime: The Dimensions of Effective Community Control. Lexington Books.

Casey, B. J., Jones, R. M., & Somerville, L. H. (2015). Braking and accelerating of development during adolescence. Journal of Research on Adolescence, 25(1), 139-149.

Dane, S., & Leiter, J. (2012). The hormonal basis of aggression. Psychoneuroendocrinology, 37(2), 89-102.

Hirschi, T. (2017). Causes of Delinquency. Transaction Publishers.

Raun, M. (2013). Biological perspectives on juvenile delinquency. Criminal Justice and Behavior, 40(11), 1300-1312.

Sampson, R. J., & Laub, J. H. (2014). Crime and the Life Course: An Introduction. Harvard University Press.

Sutherland, E. H., & Cressey, D. R. (2018). Principles of Criminology. Routledge.

Wilson, W. J. (2012). The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy. University of Chicago Press.