Crm 2301 Final Exam Study PDF

**Prep workshop** Exam structure - - - - - - - **Strategies for success MC question** Read all options carefully Use process of elim Manage time Look for key words **Written questions general key** Dont rewrite entire question Answer all component Write consily and anactial...

**Prep workshop** Exam structure - - - - - - - **Strategies for success MC question** Read all options carefully Use process of elim Manage time Look for key words **Written questions general key** Dont rewrite entire question Answer all component Write consily and anactiallly **Critique/analtical question** **River Parable** **Characteristics of all theories toegether (cumalative)** ***POSITIVISM (PARADIGM)*** BASIC CHARACTERISTICS: more on the person than the act **1. INDIVIDUAL (ACTOR)'s BEHAVIOUR** Micro level Psychological makeup **2. DETERMINISM** Influenced by circumstances to where free will is not very relevant Absolute Individual were seen as determined by physical Hard determinism **3. DIFFERENTIATION** Comparison between differences between people Racist, classic sexist lens ***DIVISIONS IN POSITIVISM*** **a) BIOLOGICAL** Behavior, thoughts, and emotions are shaped by biological processes such as **genetic inheritance, brain chemistry, and evolutionary influences**. such as how brain injuries or genetic disorders affect mental health or criminality. **b) PSYCHOLOGICAL** mental illnesses and psychological conditions are **viewed from a medical perspective**, with an emphasis on diagnosis, treatment, and intervention based on scientific evidence **c) SOCIOLOGICAL** Social behavior, institutions, and structures can be studied scientifically, and that society operates according to observable and predictable laws, similar to the natural world. Applies scientific methods to the study of social behavior and institutions, aiming to uncover patterns or laws in human society through empirical research. ***POSITIVISM*** INDIVIDUAL = DETERMINED Classical responsibility on the act itself Positivism on the **behaviour** so determined by biological ? = DIFFERENCE METHOD = BIOGRAPHIC - PURPOSE = DISCOVER 'DIFFERENCES' SEARCH FOR CAUSES OF HUMAN BEHAVIOUR ***Slide 5 POSITIVISM AS A METHOD*** **A. NATURAL SCIENCE METHOD** This method involves **observation, hypothesis testing, experimentation, and the use of empirical data**. In social sciences, it emphasizes collecting data that can be observed, measured, and quantified, aiming to identify patterns or \"laws\" similar to those in the natural world. **B. LINK THEORY TO ACTION** This idea stresses the **importance of not just developing theoretical models but also connecting them to practical, actionable outcomes**. It also implies that scientific knowledge should not be just abstract but should **lead to policies, interventions, or changes in practice.** **C. NON-PARTISAN** Non-partisanship is about maintaining objectivity in the research process, **avoiding the influence of personal, political, or societal biases.** This ensures that findings are based on empirical evidence rather than subjective beliefs or preferences. **D. CUMULATION** In positivism, knowledge is seen as cumulative --- meaning that **new discoveries build upon previous ones. This allows for the continuous refinement and improvement of theories.** The process is akin to adding pieces to a puzzle, where each piece contributes to a clearer overall picture. CLASSIFICATION → JUDGMENT ***Slide 6 LOMBROSO*** CONSTITUTIONAL MODEL = biology of individual CRIMINAL MEN = atavistic throwbacks (↓ evolved) STIGMATA = ANOMALIES CRIMINALS vs NON-CRIMINALS **atavism** = \"primitive\" not as evolvded THE BORN CRIMINAL: 20% - - - - - - - ***Slide 7 LOMBROSO*** RACIST He linked physical traits, such as skull shape and facial features, to specific racial groups and argued that people from these groups were more likely to be criminals - CLASSIST - **SEXIST** - - - - - ***Slide 8 20th CENTURY BIOLOGICAL POSITIVISM*** Scientists & theorists → reflect & reinforce gendered stereotypes GLUECKS (1934) - POLLAK (1950s) - **hormones**, particularly **testosterone**, played a key role in differentiating male and female criminality. **women\'s hormones** were seen as making them more \"passive\" and less prone to aggression. women's criminality was often tied to **emotional instability** or **sexual frustration** **EARLIER BIOLOGICAL POSITIVIST SOLUTIONS** 1\. "TREATMENT" (COMPLEX POWER) - 2\. "EUGENICS" (PROBLEMATIC POWER) - - **ASSESSMENT** 1\. FOCUS ON INDIVIDUAL / MICRO LEVEL 2\. IGNORES SITUATIONS 3\. INDIVIDUAL = TOO PASSIVE -Overly Deterministic: Does not account for choice/agency or change 4\. SUBJECTIVE SCIENCE 5\. DISCRIMINATORY (Labelling) -Problematic assumptions of "difference" linked to "causality" 6. INTRUSIVE 7\. ABUSES OF SCIENCE (Power to Prevent) 8\. ABUSES BY THE STATE (Power to Prevent) **Critiques** **Not Criminally Responsible (NCR) -** - - **MAOA / Warrior Gene -- Controversial** - - - - **Difference' imposed in residential schools** - - **Coerced and non-consensual sterilizations** - - - - - - **Problematic Pre-natal diagnoses** - - **Social Control Theory** **SOCIAL CONTEXT** 1960s = challenge of values and rules = defence of values and rules What makes people conform? - **RECKLESS' CONTAINMENT THEORY** **INNER CONTAINMENT** = components of the "self" - - - **OUTER CONTAINMENT** = social environment - - **Internal forms of containment** = more important/influential; - - **NEUTRALIZATION TECHNIQUE** **Neutralize behaviours** **suspend commitment to values** - **bond to deviant values** individual starts to embrace beliefs or behaviors that go against societal norms. This could involve adopting a lifestyle**,** worldview, or set of beliefs that are in opposition to the expectations held by mainstream society. **re-negotiate relation to value** shows that the individual\'s view of values can evolve, either through a return to societal norms or a transformation into new, alternative values. **HIRSCHI'S SOCIAL CONTROL THEORY** - - **people's commitment to conformity** individuals who are committed to conformity have more to lose by engaging in deviant behavior. someone who has invested heavily in education, family, and career is more likely to conform to societal rules because the consequences of deviating would risk losing these investments **importance of the social bond** people\'s behavior is influenced by the strength of their attachments to society and its institutions. The stronger the bond, the less likely individuals are to engage in deviant behavior. **f**our components of the social bond are: 1. 2. 3. 4. Weakened bonds → ↑ risk of deviance **varying degrees of morality (continuum)** people operate on a **continuum of moral values**, meaning that individuals might hold differing views on what is considered \"right\" or \"wrong,\" and this influences their behavior. **moral reasoning** can vary widely between individuals. Some people may internalize strict moral guidelines (e.g., following all laws), while others may be more relativistic, adjusting their actions based on personal values, the situation, or cultural norms. **SOLUTIONS** common sense approaches social activities participation social policy ('preventative' recreation) quality socialization **CLASSIFICATION** Consensus Micro Theoretical Positivistic Assumes Deviance is Natural **ASSESSMENT** Optimistic \- individualistic micro level responses \- do not problematize the influences of social, economic, political or cultural powers on the socialization of individuals do not represent a major shift in explanations or responses to deviance \- do not address complexity of conformity \- do not address extreme control that corrupts conformity **SOCIOLOGICAL POSITIVISM RECONSIDERED** **Matza Reconsiders Positivism** Early 1960s **Questions hard determinism** in Positivist CRM Other social sciences have moved away from hard determinism (e.g. sociology) Modern CRM ≠ 'modern' Matza = contribution of sociology to demonstrate the relation between society and "delinquents" - Review of biological and sociological positivism Learning, subcultures, peers, maturity DETERMINISM versus DRIFT (à la Matza) DETERMINISM **HARD** ⚫Absolute determinism ⚫No choice (constraint) ⚫ Bio / Psy Positivism ⚫Conditional influence **SOFT** ⚫Choice & constraint (drift) ⚫Classical + Soc Positivism DRIFT CONTINUUM Freedom(soft) ---\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- Constraint (hard) **DELINQUENT DRIFT (Matza** **Emphasizes SOFT determinism** Some people are freer than others People are not wholly free to choose nor completely constrained / compelled / committed **Alternative Image = DRIFT** Drift = between freedom and control Underlying influences of delinquent drifter Conditions that make the delinquent drift possible (sociology) DRIFT (2 Layers/Examples Freedom vs. Constraint Soft vs. Hard (Determinism) Conformity vs. Deviance **CONTRIBUTIONS OF SOCIOLOGICAL POSITIVISM** Explanations include community, societal and structural conditions; \- Solutions start to recognize social and economic factors \- Macro and Micro LIMITATIONS OF SOCIOLOGICAL POSITIVISM **Consensus limits macro level changes** \- Solutions reinforce the status quo \- Reactive & individualistic - **No attention to structural inequalities -** No challenge to power dynamics - **Social factors but not societal conditions** \- Still too much determinism (causality) \- Correction is often at individual level - Limited potential of social programs aimed at individual **CRITIQUING PAST AND \[STILL\] PRESENT POSITIVIST BIASES - INSTITUTIONALIZATION, DISCRIMINATION, EXCLUSION** Whitewashing" in the title refers to the idea of **concealing or downplaying the problematic, racist, and pseudoscientific aspects of Lombroso's work.** Cesare Lombroso established a **Museum of Criminal Anthropology** at the University of Turin, where he displayed artifacts, skulls, and photographs of criminals and individuals he considered to represent his \"criminal types. **This is Not My Story, But Yours,\"** reflects the idea that while the memoir is about Russ Moses' personal experiences, the story of residential schools is one that belongs to all Indigenous peoples**intergenerational impact of residential schools**, showing how the trauma experienced by children continues to affect Indigenous families and communities today. highlights the **resilience** and **strength** of Indigenous communities. Moses emphasizes how many children, despite the traumatic environment, found ways to survive and maintain their identity in subtle ways. Moses advocates for **healing** and **reconciliation** shed light on the painful histories of residential schools, as well as the ongoing work of **truth and reconciliation**. **Contexts & Critiques of Positivism** **THEORETICAL LAYERS** Paradigm: Positivist Main Theory: Social Control Sub-Theory Bond (Hirschi) Concept: Attachment **LABELING (1960s)** CRM focus changed - redefined 'crime' Shifted from BEHAVIOUR (positivism) to REACTION (labeling) labeling does not take crime for granted depends on observer's perception and reaction **QUESTIONS** Positivism: 'Why do some people rather than others commit crime?' Labeling: 'What is the process by which individuals come to be defined as 'criminal' or 'deviant'? **FOCUS ON ALL PARTICIPANTS** ACTORS + REACTORS: Power affects how people are defined and criminalized **LABELING** challenges the CONSENSUS recognizes value / interest CONFLICT ' deviant' / 'criminal' = social constructs no inherent deviance - criticizes Positivist Criminology for sustaining discrimination and poverty - CONTEXT: 1960s -- civil rights movement SOCIAL ORDER: Challenges CONSENSUS Considers CONFLICT ? = What is the process by which individuals come to be defined as deviant? CRIME: Certain individuals are more likely to be labeled SOLUTION: Minimize interventions Micro (+ Macro) = Transition to Critical CRM CRITICAL/CONFLICT CRM MACRO Crime = result of systemic inequality = consequence of position in society CONSENSUS CONFLICT Consensus State = neutral Equality Conflict State = biased Inequality Positivism Classical Critical CRM **CRITICAL CRIMINOLOGY** LOOKS AT: crime = outcome of conflict & domination power distribution socialization that reproduces the distribution of power relations that maintain power ideologies that legitimate power SOLUTIONS: Transformative Justice = emancipation / liberation - = radical transformation of social structure - Saul Alinsky's Parable: A man is walking down the riverside when he notices a body floating [down stream]. A fisherman leaps into the river, pulls the body ashore, gives mouth to mouth resuscitation, saving the person's life. A few minutes later the same thing happens, then again and again. Eventually yet another body floats by. This time the fisherman completely ignores the [drowning person] and starts running upstream along the bank. The observer asks the fisherman what on earth is he doing? Why is he not trying to rescue this drowning body? 'This time,' replies the fisherman, 'I'm going [upstream] to find out who is pushing these poor folks into the water.' UPSTREAM Macro Proactive Conflict DOWNSTREAM Micro Reactive Consensus CONSIDER QUESTION ASKED (CONVENTIONAL / CRITICAL) LEVEL OF ANALYSIS (MICRO / MACRO) VIEW OF THE SOCIAL ORDER (CONSENSUS / CONFLICT) DEFINITION OF 'CRIME' / 'DEVIANCE' / 'CONFORMITY' DEPTH OF SOLUTION / INTERVENTION (PARTIAL, REACTIVE) FOCUS OF SOLUTION / INTERVENTION (INDIVIDUAL, SOCIETY) \[UN\]INTENDED CONSEQUENCES (DIFFERENTIATION → DISCRIMINATION\] CONSIDER "A DIFFERENCE THAT MAKES NO DIFFERENCE IS NO DIFFERENCE" (WILLIAM JAMES) "THE MORE THINGS CHANGE, THE MORE THEY REMAIN THE SAME **WHAT MAKES THEORIES 'POSITIVIST'?** DETERMINISM = COMMON DENOMINATOR DIFFERENTIATION (PRESUMED) CONSENSUS-BASED PRIMARILY MICRO (SOMETIMES ALSO PARTIALLY MACRO) - COHEN'S (1988) ARTICLE **FAILURES OF CRIMINOLOGY"** ANACHRONISTIC UNEVEN PROGRESS, CONTINUITY, CHANGE UNDERCURRENT OF CLASSICAL & POSITIVIST CRM GRADUALISM, NET WIDENING FAILURES: - - - IMPOSSIBILISM VS. OPTIMISM "WE DON'T HAVE TO DISCOVER THE PHYSIOLOGY OF THE MOSQUITO BEFORE WE THINK OF DRAINING THE SWAMP." (COHEN, 1988: 53) **ECOLOGICAL / CHICAGO SCHOOL** CONTEXT: 1920s -- rapid social changes, projects, migration SOCIAL ORDER: Consensus ? = Why do some people commit crime? CRIME: community disorganization → deviance SOLUTION: community cohesion ASSESSMENT: Micro & Individual, Consensus **PROCESSUAL / LEARNING** CONTEXT: 1920s -- 1930/40s: Depression SOCIAL ORDER: Consensus ? = What is process by which people engage in deviance? CRIME: learning in association → deviance **Sutherland :** criminal behavior leaarned **Glacier:** Intensity of Associations ,Degree of Identification, Strength of Identification SOLUTION: change association, un/re-learn ASSESSMENT: Micro & Individual, Consensus **FUNCTIONALISM** CONTEXT: Late 1800s Origins (Durkheim); 1950s Depression & WWII (Parsons) Society as a System SOCIAL ORDER: Consensus ? = How is crime necessary and functional? CRIME: normal response to abnormal circumstances Crime challenges outdated norms and laws, which can lead to changes in societal values. **crime contributes to social cohesion**. By violating societal norms and laws, criminals prompt society to come together in condemnation of the act. SOLUTION: socialization, profit, persuasion, coercion ASSESSMENT: Macro, Consensus **STRUCTURAL THEORIES** CONTEXT 1940s/1950s - Economic growth; but not everyone could reach goals SOCIAL ORDER Consensus; but questioned strain between structure & individual ? Why does criminal activity persist? CRIME Strain between legitimate means and the dominant goals (MACRO) ANOMIE ◼ pathological state of organic society CULTURAL GOALS ACCEPTABLE MEANS CONFORMIST + + INNOVATOR + - RITUALIST - + RETREATIST - - REBEL + + - - - - - SOLUTION Increase access to legitimate means CLASSIFICATION Macro/Micro, Individualized, Consensus **SUBCULTURAL THEORIES** CONTEXT 1950s/60s; Prosperity & Urbanization - deteriorating central urban areas SOCIAL ORDER Consensus ? Why does criminal activity persist? CRIME Lower 'class' + Disorganized community + Deviant Association + Unequal Access = Recipe for generating gang deviant SOLUTION Increase access to legitimate opportunities Reduce access to illegitimate opportunities CLASSIFICATION Micro / Macro (Bridging), Consensus **CONTROL THEORIES** CONTEXT: 1960s values challenged SOCIAL ORDER: Consensus ? = Why do people conform? CRIME: broken/weak bonds to society SOLUTION: socialization, participation ASSESSMENT: Micro (Individual), Consensus **BIOLOGICAL & PSY & PSY PERSPECTIVES** CONTEXT: Throughout 20th Century SOCIAL ORDER: Consensus ? = Why do some people commit crime? CRIME: difference, determinism SOLUTION: Treatment, Eugenics ASSESSMENT: Micro (Individual), Consensus, Abuse of Science & State **CRITIQUES OF SOCIOLOGICAL POSITIVISM ('Umbrella' of Theories)** Consensus Micro, Partially Macro Acknowledges social factors but many solutions are limited because they remain focused at the individual level Determinism, Differentiation Partiality, Reactive (addresses symptoms) Minimal Effect **LABELING (overview only for critiques)** CONTEXT: 1960s -- civil rights movement SOCIAL ORDER: Challenges CONSENSUS Considers CONFLICT ? = What is the process by which individuals come to be defined as deviant? CRIME: Certain individuals are more likely to be labeled SOLUTION: Minimize interventions Micro -- Macro -- Transition -- Bridging Gap **CRITICAL/CONFLICT CRM (overview only for critiques)** Context: 1970s (post civil rights) Social Order: Conflict / MACRO (power) ? = What are the dynamics by which crime and social control change over time? Crime: result of systemic inequality SOL'N = transformative justice (radical) to eliminate inequality, oppression