Theft: Read The Confessions Of A Brazen Middle-Class S

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1) THEFT: Read the article, Confessions of a brazen middle-class shoplifter (Links to an external site.)Links to an external site. . What is your reaction to this person's actions? Can you related to her reasoning? Compare and contrast GST with one psychological theory in an attempt to explain shoplifting in the article. How would each set of theories examine this shoplifter's crimes? How are the theories similar and/or different in their approach to understanding why people steal from stores? Who is the most likely shoplifter? If you were the owner of a retail store, what 3 tactics would you implement to prevent a person like this one from stealing from your business?

Paper For Above instruction

The article "Confessions of a Brazen Middle-Class Shoplifter" presents a compelling case that challenges traditional perceptions of shoplifting, often associated with marginalized or economically disadvantaged individuals. Instead, it reveals that middle-class individuals may also engage in shoplifting, driven by complex psychological and situational factors. My initial reaction to her actions was a mixture of surprise and curiosity. While societal expectations typically associate theft with desperation or lack of resources, her candidness and justifications suggest a nuanced understanding of her motivations. This resonates with the idea that shoplifting is not solely rooted in material need but can be influenced by psychological impulses and social considerations.

When examining her reasoning through the lens of General Strain Theory (GST), there is a clear connection. GST posits that individuals experience stress or strain when they are unable to achieve certain goals through legitimate means, leading some to resort to criminal behaviors like theft (Agnew, 1992). The shoplifter’s justification might reflect her experiencing societal pressure to maintain a middle-class status, and her shoplifting could be an impulsive way to cope with personal strain or dissatisfaction. She may feel entitled or justified as a response to her perceived unfairness or inequality, which aligns with GST's view that negative emotions stemming from strain can precipitate criminal acts.

In contrast, a psychological theory such as Bandura’s Social Learning Theory offers a different perspective. This theory emphasizes learning through observation and reinforcement. The shoplifter's actions could be understood as modeled behaviors learned from environments where theft was normalized or reinforced, possibly through media or peer influence. She might have internalized the idea that shoplifting is an acceptable or effective way to achieve certain rewards, like thrill or material gain, without facing significant sanctions. The theory suggests that her behavior may have been reinforced by past experiences or by observing others successfully shoplifting without consequence.

Both GST and Social Learning Theory acknowledge that environmental and emotional factors play roles in shoplifting, but they differ in their emphasis. GST focuses more on internal emotional reactions to strain and stress as triggers for theft, whereas Social Learning Theory centers on learned behaviors and the influence of external models and reinforcements. GST would interpret her crime as a response to internalized pressures, while Social Learning Theory would see it as learned behavior reinforced by external influences.

Considering who is most likely to shoplift, research indicates that shoplifters often fall into diverse categories, but those most at risk tend to be individuals with underlying psychological issues, peer influence, or situational pressures (Farrington, 2003). The middle-class shoplifter in the article exemplifies a subgroup that may feel entitled or compelled by psychological needs rather than financial desperation, differing from stereotypical economically disadvantaged shoplifters.

If I were a retail store owner, I would implement three tactics to deter such shoplifters. First, I would enhance store surveillance with high-quality CCTV systems to monitor and record suspicious activities, acting as a deterrent and providing evidence for prosecution. Second, I would train staff to recognize behavioral cues associated with shoplifting, such as nervousness or frequent glances at security devices, to intervene early. Third, I would design the store layout to minimize blind spots and create clear sightlines, making it easier for staff and cameras to observe customer behavior and reducing opportunities for theft.

References

• Agnew, R. (1992). Foundation for a general strain theory of crime and delinquency. Criminology, 30(1), 47-88.
• Farrington, D. P. (2003). Developmental and life-course criminology: Key trends and new directions. Crime & Delinquency, 49(3), 319-338.
• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
• Agnew, R. (2001). Building on the foundation of general strain theory: Specifying the types of strain most likely to lead to crime and delinquency. Criminal Justice and Behavior, 28(2), 195-231.
• Clarke, R. V., & Cornish, D. B. (1985). Modeling offender decision processes: The development of the Rational Choice Perspective. In D. Cornish & R. Clarke (Eds.), Crime Prevention Studies (pp. 147-185). Monsey, NY: Criminal Justice Press.
• Farrington, D. P., & Welsh, B. C. (2007). Saving children from a life of crime: Early risk factors and effective interventions. Oxford University Press.
• Hirschi, T. (1969). Causes of delinquency. University of California Press.
• Ross, R. (1990). The psychology of shoplifting. JAMA, 264(10), 1279-1280.
• Hirschi, T., & Gottfredson, M. (1983). Age and the explanation of crime. American Journal of Sociology, 89(3), 551-584.
• Yar, M. (2018). Crime power and criminal identities: Understanding shoplifting and retail theft. Criminology & Criminal Justice, 18(2), 203-220.