Parenting Styles and Antisocial Potential

A strong desire for material possessions, social standing, excitement, and sexual gratification; often drives individuals to engage in criminal activities.

Individuals who struggle with legitimate means to achieve their goals, such as unemployment, low education, and low income, are more likely to resort to crime.

A long-term predisposition towards antisocial behavior characterized by poor socialization, low intelligence, impulsiveness, sensation seeking, and neglectful family backgrounds.

A temporary, situational inclination toward antisocial behavior driven by factors such as frustration, boredom, and alcohol consumption, resulting in impulsive decisions.

Life events such as getting married, finding stable employment, and increased responsibilities can significantly reduce antisocial potential.

The process by which individuals are labeled as deviant or criminal, leading them to internalize this role and engage in further deviant behaviors.

The idea that deviance is not inherent in an act itself, but rather in the social response to that act.

The disparity in how laws are applied based on social factors like race, class, or gender.

The study of criminal behavior, looking at how crime rates change over time.

The number of crimes committed by a single individual over a given period.

Individuals who consistently engage in criminal activities, often as a way of life.

The frequency of criminal behavior, often influenced by social factors.

The number of people engaged in criminal activity at any given time.

Parenting style that combines warmth and affection with clear expectations and firm rules. Encourages self-control and confidence.

Parenting style characterized by high levels of warmth and affection but low levels of demand and control. May lead to poor socialization and lack of discipline.

Parenting style that emphasizes strict rules and obedience, but lacks warmth and affection. May lead to lower moral development, aggression, and low self-esteem.

Parenting style marked by rejection and lack of both warmth and control. Can lead to delinquency and behavioral problems.

The use of physical punishment, threats, or material deprivation to control behavior. Often associated with negative outcomes such as hostility and aggression.

A disciplinary technique involving reasoning with a child about the consequences of their actions for others.

Using non-physical disapproval or withholding affection to influence behavior. More effective in affectionate relationships.

Parenting characterized by inconsistent techniques, varying discipline between parents, or inconsistent rules. Often found in delinquent families.

The theory that criminal behavior is learned through social interactions with individuals who hold pro-criminal values.

The theory that crime arises when there is a gap between socially desired goals (e.g., wealth) and the legitimate means available to achieve them, particularly for those in lower socioeconomic positions.

The theory that crime stems from a lack of social bonds, such as family, school, or work, which discourage deviance and encourage conformity.

The idea that some subcultures, often associated with lower socioeconomic groups, develop values and norms that support criminal behavior.

Explanations of crime that focus on factors within the individual, such as personality traits, psychological states, or developmental experiences.

Explanations of crime that emphasize how social structures, cultural influences, and societal inequalities contribute to criminal behavior.

Theories that aim to explain the general tendency to commit crime, often influenced by both social and individual factors.

Theories that focus on explaining specific criminal events, taking into account factors like opportunity, motivation, and situational influences.

An unconscious mental conflict between the child's desire for the opposite-sex parent and their hostility toward the same-sex parent. This conflict is resolved by identifying with the same-sex parent, leading to the development of conscience.

The process of incorporating values and beliefs from the same-sex parent into the child's own sense of right and wrong.

An idealized self-image that motivates the child to strive for excellence and positive self-worth.

Forming a strong bond of affection and trust with a caregiver during the first year of life, crucial for healthy social and emotional development.

Criminal behavior may result from an underdeveloped or defective superego, failing to regulate impulses and leading to antisocial behavior.

A harsh superego may lead to neurotic behaviors, including criminal actions that symbolize unresolved internal conflicts and a desire for punishment.

Individuals with a weak superego exhibit psychopathic traits, characterized by impulsivity, egocentricity, lack of guilt, and difficulty empathizing.

The superego's development continues throughout adolescence, becoming an internal moral agency.

A theory suggesting that delinquent behaviors are chosen strategically, often to gain status or attention within a peer group. In this view, delinquency can be seen as a form of self-expression and social climbing.

The unconscious part of the mind that internalizes moral rules and societal standards from parents and authority figures. It regulates behavior and causes guilt when those standards are violated.

The process of developing a moral conscience through resolving the Oedipal conflict. It marks the transition from a basic, external sense of right and wrong to a more internalized, moral sense.

A theory that emphasizes the social context in which delinquency occurs. It argues that individuals choose delinquent behaviors based on the situational pressures and opportunities available in their social environments.

A view that delinquency is a result of the desire for status and approval from peers. Delinquent behaviors are used to project a 'tough' or rebellious image, especially in contexts where individuals feel a lack of social acceptance or academic success.

The theory suggests that delinquency arises from the need for attention, status, and social approval. Individuals who engage in delinquent behaviors are often seeking validation and acceptance from their peer groups.

This theory criticizes the limitations of self-presentation theories in explaining delinquency. It acknowledges that while self-image and peer approval are important, other factors, such as individual differences and personality traits, also contribute to delinquency.

The theory highlights that the social context, including family relationships, peer groups, and social norms, influences delinquent behavior. It posits that delinquency is often chosen as a means of gaining acceptance within a group or as a way to cope with social pressures and expectations.