SW 215 - Social Deviations and Social Work Self-Instructional Manual PDF

UNIVERSITY OF MINDANAO College of Arts and Sciences Education Social Work Program Physically Distanced but Academically Engaged Self-Instructional Manual (SIM) for Self-Directed Learning (SDL) Course/Subject: SW 215– Social Deviation...

UNIVERSITY OF MINDANAO College of Arts and Sciences Education Social Work Program Physically Distanced but Academically Engaged Self-Instructional Manual (SIM) for Self-Directed Learning (SDL) Course/Subject: SW 215– Social Deviations and Social Work Name of Teacher: NIKKI C. ALBURO, MSSW THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY. STRICTLY NOT FOR SALE, REPRODUCTION, AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE. ONLY STUDENTS OFFICIALLY ENROLLED IN THE COURSE CAN USE THIS MANUAL. EXPECT REVISIONS OF THE MANUAL. 1  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 TABLE OF CONTENTS Course Outline 7 Course Outline Policy 7 Course Information 11 Week 1-3 Unit Learning Outcome (ULO-a) 12 Big Picture 12 Metalanguage 12 Essential Knowledge 13 What is Deviance 13 Sociological Theory of Deviance 15 Objectivist Theory of Deviance 16 Self- Help 19 Let’s Check 20 Let’s Analyze 21 In A Nutshell 22 Q & A List 23 Keyword Index 23 Unit Learning Outcome (ULO-b) 24 Big Picture 24 Metalanguage 24 Essential Knowledge 25 Functionalism 25 Subcultural Theory 26 Differential Opportunity Theory 27 Social Disorganization Theory 28 Conflict Theory 29 Symbolic Interactionism 31 2|Page  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Self- Help 34 Let’s Check 35 Let’s Analyze 36 In A Nutshell 37 Q & A List 38 Keyword Index 38 Week 4-6 Unit Learning Outcome (ULO-a) 39 Big Picture 39 Metalanguage 39 Essential Knowledge 43 Strain Theory 43 Differential Association 46 Social Control/Social Bonds 50 Control Theory 50 Deterrence Theory 50 Labeling Theory 52 Neutralization Theory 56 Ethnomethodology 57 Critical Theory 60 Feminism 61 Self- Help 67 Let’s Check 68 Let’s Analyze 69 In A Nutshell 70 Q & A List 71 Keyword Index 71 3|Page  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Unit Learning Outcome (ULO-b) 72 Big Picture 72 Metalanguage 72 Essential Knowledge 73 Biological Theories 74 Somatology 76 Somatotypes 77 XXY Syndrome 81 Types of Crime 84 Self- Help 88 Let’s Check 89 Let’s Analyze 90 In A Nutshell 91 Q & A List 92 Keyword Index 92 Week 7-9 Unit Learning Outcome (ULO-a) 93 Big Picture 93 Metalanguage 93 Essential Knowledge 89 Personality Disorders 95 Cluster A Personality disorders 97 Cluster B Personality disorders 101 Cluster C Personality disorders 108 Self- Help 111 Let’s Check 112 Let’s Analyze 114 In A Nutshell 115 4|Page  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Q & A List 116 Keyword Index 116 Unit Learning Outcome (ULO-b) 117 Big Picture 117 Metalanguage 117 Essential Knowledge 120 Psychological Disorders 121 Somatoform Disorders 122 Organic Disorders 125 Eating Disorders 130 Conduct Disorder 135 Mood Disorders 140 Dissociative Disorders 145 Sexual Disorders 150 Self- Help 157 Let’s Check 158 Let’s Analyze 159 In A Nutshell 160 Q & A List 161 Keyword Index 161 Unit Learning Outcome (ULO-c) 162 Big Picture 162 Metalanguage 162 Essential Knowledge 162 Issues and Problems in Deviance 163 Deviance in Political View 163 Deviance and Gender 165 Deviance and Inequality 168 5|Page  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Self- Help 170 Let’s Check 171 Let’s Analyze 172 In A Nutshell 173 Q & A List 174 Keyword Index 174 Rubric 175 Course Schedule 176 Online Code of Conduct 180 6|Page  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Course Outline: SW 215 – Social Deviation and Social Work Course Coordinator: Nikki C. Alburo, MSSW Email: [email protected] Student Consultation: By LMS message Mobile: 0947-2973870 Phone: (082) 2273166 or 3050647 loc. 182 Effectivity Date: June 2020 Mode of Delivery: Blended (On-Line with face to face or virtual sessions) Time Frame: 54 Hours Student Workload: Expected Self-Directed Learning Requisites: SW 123 Credit: 3 Attendance Requirements: A minimum of 95% attendance is required at all scheduled Virtual or face to face sessions. Course Outline Policy Areas of Concern Details Contact and Non-contact Hours This 3-unit course self-instructional manual is designed for blended learning mode of instructional delivery with scheduled face to face or virtual sessions. The expected number of hours will be 54, including the face to face or virtual sessions. The face to face sessions shall include the summative assessment tasks (exams) since this course is crucial in the licensure examination for Social Workers. 7|Page  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Assessment Task Submission Submission of assessment tasks shall be on the 3rd, 5th, 7th, and 9th weeks of the term. The assessment paper shall be attached with a cover page indicating the title of the assessment task (if the task is a performance), the name of the course coordinator, date of Submission, and the name of the student. The document should be emailed to the course coordinator. It is also expected that you already paid your tuition and other fees before the Submission of the assessment task. If the assessment task is done in real-time through the features in the Blackboard Learning Management System, the schedule shall be arranged ahead of time by the course coordinator. Since this course is included in the licensure examination for Social Workers, you will be required to take the Multiple-Choice Question exam inside the University. This should be scheduled ahead of time by your course coordinator. This is non-negotiable for all licensure-based programs. Turnitin Submission To ensure honesty and authenticity, all assessment (if necessary) tasks are required to be submitted through Turnitin with a maximum similarity index of 30% allowed. This means that if your paper goes beyond 30%, the students will either opt to redo her/his paper or explain in writing addressed to the course coordinator the reasons for the similarity. Also, if the document has reached a more than 30% similarity index, the student may be called for disciplinary action under the University’s OPM on Intellectual and Academic Honesty. Please note that academic dishonesty such as cheating and commissioning other students or people to complete the task for you have severe punishments (reprimand, warning, and expulsion). 8|Page  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Penalties for Late The score for an assessment item submitted after the Assignments/Assessments designated time on the due date, without an approved extension of time, will be reduced by 5% of the possible maximum score for that assessment item for each day or part-day that the assessment item is late. However, if the late Submission of the assessment paper has a valid reason, a letter of explanation should be submitted and approved by the course coordinator. If necessary, you will also be required to present/attach pieces of evidence. Return of Assignments/ Assessment tasks will be returned to you two (2) weeks Assessments after the Submission. This will be returned by email or via the Blackboard portal. For group assessment tasks, the course coordinator will require some or few of the students for online or virtual sessions to ask clarificatory questions to validate the originality of the assessment task submitted and to ensure that all the group members are involved. Assignment Resubmission You should request in writing addressed to the course coordinator his/her intention to resubmit an assessment task. The resubmission is premised on the student’s failure to comply with the similarity index and other reasonable grounds such as academic literacy standards or other reasonable circumstances, e.g., illness, accident financial constraints. Re-marking of Assessment You should request in writing addressed to the program Papers and Appeal coordinator your intention to appeal or contest the score given to an assessment task. The letter should explicitly explain the reasons/points to contest the grade. The program coordinator shall communicate with the students on the approval and disapproval of the request. If disapproved by the course coordinator, you can elevate your case to the program head or the dean with the original letter of request. The final decision will come from the dean of the college. 9|Page  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Grading System All culled from BlackBoard sessions and traditional contact Course discussions/exercises – 30% 1st formative assessment – 10% 2nd formative assessment – 10% 3rd formative assessment – 10% All culled from on-campus/onsite sessions (TBA): Final exam – 40% Submission of the final grades shall follow the usual University system and procedures. Preferred Referencing Style APA 6th Edition. Student Communication You are required to create a umindanao email account, which is a requirement to access the BlackBoard portal. Then, the course coordinator shall enroll the students to have access to the materials and resources of the course. All communication formats: chat, Submission of assessment tasks, requests, etc. shall be through the portal and other university recognized platforms. You can also meet the course coordinator in person through the scheduled face to face sessions to raise your issues and concerns. For students who have not created their student email, please contact the course coordinator or program head. Contact Details of the Dean Khristine Marie D. Concepcion, PhD Email:[email protected] Phone: 082-3050647 local 118 Contact Details of the Program Helen Q. Omblero, DSD Head Email: [email protected] Phone: 082-3050647 local 182 10 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Students with Special Needs Students with special needs shall communicate with the course coordinator about the nature of his or her special needs. Depending on the quality of the need, the course coordinator, with the approval of the program coordinator, may provide alternative assessment tasks or extension of the deadline for Submission of assessment tasks. However, the alternative assessment tasks should still be in the service of achieving the desired course learning outcomes. Instructional Help Desk Dr. Khristine Marie D. Concepcion - Dean Contact Details Email: [email protected] Phone: (082)300-5456/305-0647 Local 118 Rosyl S. Matin-ao – College LMS Facilitator Email: [email protected] Phone: (082)300-5456/305-0647 Local 149 Library Contact Details Brigida E. Bacani Phone: 305-0645/227-5456 connect to LIC Head Well-being Welfare Support Zerdszen Ranises Held GSTC (Guidance Services and Testing Center) Desk Contact Details Phone: 082 305-0645/ 082 227-5456 (ask to connect to the office of the GSTC Facilitator or GSTC Head) Course Information: see/download course syllabus in the Blackboard LMS CC’s Voice: Hello, prospective Social Worker! Welcome to this course, SW 215: Social Deviation and Social Work Curriculum. By now, I am confident that you wanted to become a Social Worker and that you have visualized yourself already being in front of the classroom teaching. CO Before the actual performance, you have to deal with socio-psychological perspectives on social deviation and its implications to social welfare and social work. Thus, in this course, you are expected to have the ability to understand and apply theories on social deviation and their implications to social work practice under social work ethics, philosophy, values, and guiding principles. Let us begin! 11 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to a. Explain the nature, terms, typologies, and classification of deviance; b. Determine the different psychological and sociological theories in deviance; Big Picture in Focus ULO-a. Explain the nature, terms, typologies, and classification of deviance Metalanguage In this section, the essential terms relevant to the study of social deviation about Social Work and to demonstrate ULOa will be operationally defined to establish a standard frame of reference as to how the texts work in your chosen field or career. You will encounter these terms as we go through the study of deviance. Please refer to these definitions in case you will face difficulty in understanding concepts. Deviance- is defined by William Graham Sumner; deviance is a violation of recognized cultural, contextual, or social norms, whether it is folkways, mores, or a formal law. It is an action that is likely to generate or has generated reactions to the actor by or from specific audiences. Deviant is the person involved in deviance. Normative Deviance. Deviance can take place in secret, an act or condition that nobody knows about except the violator. Reactive Deviance. It argues that the key characteristics of deviance may be found in actual, concrete instances of an adverse reaction to behavior. Deviance as Objective - defines deviance as norm-violating behavior; norms serve as an objective standard by which deviant behavior may be discovered (Ward et., al 1994) Deviance as Subjectivist - defines deviance as an act that has been labeled “deviance” by a social audience. 12 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Essential Knowledge To perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeks of the course, you need to fully understand the following essential knowledge that will be laid down in the succeeding pages. Please know that you are not limited to refer to these resources exclusively. Thus, you are expected to utilize other books, research articles, and other resources that are available in the University’s library, e.g., ebrary, search.proquest.com, etc. Deviance is a violation of established cultural, contextual, or social norms, whether folkways, mores, or codified law (William Graham Sumner). It is an action that is likely to generate or has generated reactions to the actor by or from specific audiences. Characteristics of Deviance ▪ Deviance is Universal, but there are no universal forms or deviance. ▪ Deviance is a social definition. It is not a quality of the act; it is how we define it. It is not the act; it is how we label it. ▪ Social groups make rules and enforce them, rules are socially constructed, and social groups utilize social control to ensure that people follow it. ▪ Deviance is relative. 13 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Essential Ideas to consider in Deviance:  An act can be criminal and deviant  An act can be deviant but not criminal.  behavior or conditions that harm others  Something offends God or is a violation of certain religious principles that makes it deviant.  It deviates criminal code. 2 Fundamental Approaches to the Explanation of Deviance 1. The cause is within the deviant; the goal was to discover individual characteristics contributing to becoming involved in deviant behavior. In short, this first approach concerned with explaining the deviant utilizing biological and psychological positivism. 2. The other approach stressed the importance of social factors as a cause of deviance. The goal was to explain both the existence of deviant behaviors and its distribution in society. Two Fruitful definitions of Deviance The Normative Definition. Deviance can take place in secret, an act or condition that nobody knows about except the violator. This definition presumes that this observer capable of seeing any actions, even if they are secret, and making an accurate judgment about their deviant status in a given society. The Reactive Definitions. It argues that the key characteristics of deviance may be found in actual, concrete instances of an adverse reaction to behavior. To qualify as deviance, the action must be observed and generate condemnation or punishment for the actor or individual. Two views in Deviance: Objectivist conception defines deviance as norm-violating behavior; norms serve as an objective standard by which deviant behavior may be discovered (Ward et., al 1994) Subjectivist conception defines deviance as an act that has been labeled “deviance” by a social audience. 14 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Sociological Theory A particular phenomenon can be explained through a set of general propositions called Sociological theory. Sociological theories often have exceptions since they are never perfect. There is an essential difference between subjective theories of deviance and objective theories of deviance. Objectivist theories Deviance is about the characteristics/qualities of an act of a person. There is something about a human or their behavior that makes them deviant. E.g., homicide is considered to be deviant simply because it is always treated as such; What makes a thing inherently deviant? HARM (it is deviant because it inflicted harm on someone or something) The objectivist theory states that harm is a quality or characteristic that makes an act deviant (psychological harm, environmental harm, physical harm, etc.) There are many critiques of this theory: Degrees of harm – how much damage is required for it to be considered a deviant act? Example: being a combat soldier is very dangerous, but instead of being considered deviant, it’s celebrated Many things are considered deviant and not harmful – e.g., bad table manners, picking your nose in public, etc. 1. RARITY (it is deviant because it rarely happens) Objectivists also say that social behavior that is rare is deviant There are many critiques of this too: The threshold problem – how rarely does it have to be? There are rare things that are not deviant- like acts of heroism and winning lotteries There are a lot of common things but considered as deviant- like domestic violence and tax fraud 15 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 2. REACTION (it is deviant because of how society reacts to the act) The objectivists believe that a particular act is deviant because it generates an adverse reaction from the people in the society. 3. NORMS (it is deviant because it violated social rules) Objectivists believe something is deviant when it violates a social norm – if anyone deliberately steps outside of those norms, it is inherently deviant. In other words, deviance is a characteristic/quality that violates behavioral standards/expectations There is one fundamental critique of this: The issue of normative “consensus” assumes that we all subscribe to the same set of norms Norms and values between places or between people can be very different Lots of theories in sociological academia begin with the assumption that behavior is inherently deviant – e.g., theories of domestic violence, bullying, racism, mental illness, drug use, etc. Objectivist Theories Some objectivist theories include Merton’s anomie, differential association, strain, etc. The problem is that there are ongoing inconsistencies embedded into each of these theories’ logic The appealing thing about these theories is that they seem like common sense; they take a pragmatic view of the world. But what if deviance may have nothing to do with a characteristic/quality of a person/act? What if it is just a matter of interpretation or perception? Subjectivism Subjectivists believe that deviance is a subjective perception of human beings, rather than an objective characteristic/quality. Nothing is inherently deviant; it is all about the labels that are applied to it Example – homicide is not inherently deviant; we know this because killing is accepted and celebrated in many contexts (war, euthanasia, etc.) We bring different kinds of understanding of the same act, depending on the context Deviance is a perception/interpretation applied to the phenomenon – but how to do the phenomena come to be interpreted as deviant? 16 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 There are many dimensions of deviance: Sociocultural (e.g., what happened in pop culture to make smoking weed, less deviant than it used to be?) Institutional (e.g., did our cops or the courts do anything to make smoking weed less deviant than it used to be?) Interactional Individual (e.g., why do we personally see smoking weed as less deviant than it used to be?) How would a subjective approach examine/explain drinking and driving? Years ago, drinking and driving were not seen as deviant – everybody did it. Over time, drinking and driving have become more and more of a problem – if you do it, you are shamed, charged, punished, etc. On the institutional level, one of the reasons for this is MADD, which has changed many peoples’ perceptions of drinking and driving How would a subjective approach examine/explain tattooing? Years ago, tattoos were seen as deviant. Nowadays, nobody cares if people have tattoos. This is simply because perceptions have changed over time Subjectivist Theories Examples of subjective theories include labeling theory, conflict theory, etc. The most profound critique of subjectivist theories is this – is nothing truly deviant? This is a difficult concept to understand for many people When we deem things like child abuse to be deviant, that is just a matter of perception/opinion (that almost all people agree with) Blending Subjective and Objective Approaches Deviance is something that violates social norms (i.e., an objectivist assertion) but those norms are socially constructed (i.e., a subjectivist assertion) When you combine these two theories, you get an approach that fulfills both areas in a “hybrid” approach 17 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Why is there a need to study deviance? According to Schoeflin (2011), although deviance has a negative connotation, sociologists recognize that deviance is not necessarily bad since some of the deviant activities in the past fostered social change. According to Becker (1963), Deviant behavior cannot be answered straightforwardly, whether an act is labeled deviant or not depends on many factors, including location, audience, and the individual committing the act. Deviant behavior is a kind of behavior which does not conform to social expectation. It is a behavior that is regarded as wrongdoings that generate negative reactions in persons who witness or hear about it. 18 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Please refer to the sources help you further comprehend the lesson: 1. William Watson., (2015), Handbook of social psychology, New York: Delve Publishing 2. Clinard, Marshall B., (2016), Sociology of deviant behavior, Australia: Cengage Learning 3. Prof. Dennard Young, editor., (2015), Social welfare handbook, New York: Delve Publishing 4. Angelina Kerber, FienDabrowska, editors., (2015), International social work, New York: Delve Publishing 5. Langer, Carol L, (2015), Applying theory to generalist social work practice: a case study approach, Hoboken, New Jersey: John Wiley & Sons, Inc. 19 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Activity 1. Now that you know the essential concepts in the study of the nature of Deviance. Let us try to check your understanding of these concepts. In the space provided, write the term/s or concept/s if it belongs to SUBJECTIVE or OBJECTIVE views of deviance. SUBJECTIVE OBJECTIVE Choices: murder homicide embezzlement Use of drugs Use of marijuana Use of marijuana as medicine Prostitution as a form of living Smoking in public places Cheating during examination Being homosexual 20 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Activity 1. Getting acquainted with the essential terms and concepts of nature in Deviance, what also matters is you can explain or articulate its views and perspectives. Now, I will require you to explain your answers to the following questions thoroughly. 1. State an example situation of subjective and objective deviance. 2. Explain the difference between “An act can be deviant but not criminal” and “An act can be criminal and deviant.” 21 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Activity 1. Based on the definition of the essential terms and concepts in the study of the nature of deviance and the learning exercises that you have done, please state your idea on the following situations. 1. Deviant acts that differ in LOCATION. 2. Deviant acts that differ in TIME. 3. Deviant acts that differ in PERSON COMMITTING THE ACT. 22 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Do you have any questions for clarification? Questions/Issues Answers 1. 2. 3. 4. 5. Deviance Deviant Normative Reactive Deviance Deviance as Deviance as Deviance objective subjective 23 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Big Picture in Focus ULO-b. Determine the different psychological and sociological theories in deviance Metalanguage For you to demonstrate ULOb, you will need to have an operational understanding of the following terms below. You will also be required to refer to the previous definitions found in the ULOa section. Functionalism- an approach that is concerned with how the different elements of society contribute to the whole. This approach views deviance as a key element of a functioning society. Subculture- a group that has values that are different from the mainstream culture Status frustration: it is a sense of personal failure and inadequacy. Proletariats- includes those considered working-class or poor. Bourgeoisie- a group of people that represented members of society who hold most of the wealth and means. Symbolic interactionism - analyzes society by addressing the subjective meanings that people impose on objects, events, and behaviors. Looking glass self- describes the process wherein individuals base their sense of self on how they believe others view them. 24 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Essential Knowledge In this section, we must study the different psychological and sociological theories in deviance. You will figure out how deviance works in the society that we live in by classifying individual acts by types of deviance. As a Social Worker, this will help you in the future in engaging with complex human behavior and the interplay of the social environment. FUNCTIONALISM What is the function of deviance in our society? Sociologists who are subscribed to the belief of Structural Functionalism, finds this a question. Emile Durkheim proposes that deviance is a necessary part of a successful society; its functional aspect is it challenges people’s present views (1893). When deviance is punished, it gives the idea that norms are indeed present in society. For the structural-functionalist, deviance serves two primary roles in creating social stability: 1. It tells members of society by laying out patterns of acceptable and unacceptable behavior through recognizing the punishments of deviant acts, which then create norms that tell the people how to behave. 2. The boundaries between populations are created by social parameters, which enable an “us-versus-them” mentality to the varied groups in society. The normativity of the majority is allowed, at the expense of the minority marked as deviant. 25 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 A. SUBCULTURAL THEORY What is Subcultural theory? The groups that have different values from the primary culture are called subcultures. Subcultural theorists argue that deviance is the result of whole groups breaking off from society who have deviant values (subcultures) and deviance is a result of these individuals conforming to the values and norms of the subculture to which they belong. Compared to Social Control theorists, it is the pull of the peer group that encourages individuals to commit a crime, rather than the lack of attachment to the family or other mainstream institutions. Status Frustration emerges because of Deviant Subcultures According to the author – Albert Cohen, working-class subcultures emerge because they are denied status in society. Just like Merton, Cohen argued that working-class boys strove to emulate middle-class values and aspirations but lacked the means to achieve success. This led to status frustration: a sense of personal failure and inadequacy. Cohen argued that many boys react to this by rejecting socially acceptable values and patterns of acceptable behavior. Because several boys are going through the same experiences, they end up banding together and forming delinquent subcultures. This delinquent subculture reverses the norms and values of mainstream culture, offering positive rewards (status) to those who are the most deviant. The status may be gained by being malicious, intimidating others, breaking school rules or the law, and generally causing trouble. 26 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Subcultural Theory 2: Cloward and Ohlin’s three subculture types Cloward and Ohlin develop Cohen’s subcultural theory further, expanding on it to try and explain why different types of subcultures emerge in different regions. They suggest that the ‘illegitimate opportunity structure’ affects what type of subculture emerges in response to status frustration – The varied social circumstances in which working-class youth live give rise to three types of a delinquent subculture. To further understand the three types of the subculture, please visit this link. B. DIFFERENTIAL OPPORTUNITY 27 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Cloward and Ohlin combined the theories of Merton and Cohen to explain the different categories of criminal subcultures identified in the United States of America. Echoing Merton, they argued that there was a "legitimate opportunity structure" (what Merton had meant by the socially acceptable means to achieve social goals). Still, they also identified an alternative "illegitimate opportunity structure," which was available through gang membership. If you grew up in a poor neighborhood, there wasn't as much available funding to allow children to achieve their dreams the proper way (paid internships, bursaries, government funding for school-related activities, etc.). Therefore, to make money, children in a poverty-stricken area are more likely to commit a crime (theft, drug dealing, prostitution, etc.) Cloward and Ohlin stressed that they have differential access to illegitimate means. For example, some lives in neighborhoods where organized crime is dominant and will get involved in such crime; others live in neighborhoods rampant with drug use and will start using drugs themselves. C. SOCIAL DISORGANIZATION THEORY Social disorganization theory explains the nature of the rate of crimes in our society and the differences of the communities. This theory identifies the characteristics of communities with high crime rates. It relies on social control theory to explain why these characteristics contribute or related to crime. Social disorganization theory asserts that crime is most likely to occur in communities with weak social ties and the absence of social control. An individual who grows up in a poor neighborhood with high rates of drug use, violence, teenage delinquency, and deprived parenting is more likely to become a criminal than an individual from a wealthy neighborhood with an excellent education system and families who are involved in the community. 28 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Social disorganization theory points to broad social factors as the cause of deviance. A person isn’t born a criminal but becomes one over time, often based on factors in his or her social environment. The residents of high crime communities often lack the skills and resources to assist others effectively. They are poor, and many are single parents struggling with family responsibilities. As such, they often face problems in socializing their children against crime and providing them with a stake in conformity, like the skills to do well in school or the connections to secure a good job. They may hope to move to a more desirable community as soon as they are able, which also lowers their investment in the community. And they often do not know their neighbors well, since people frequently move into and out of the community. Therefore, they are less likely to intervene in neighborhood affairs— like monitoring the behavior of neighborhood residents and sanctioning crime. Finally, these residents are less likely to form or support community organizations, including educational, religious, and recreational organizations. This is partly a consequence of their limited resources and lower attachment to the community. CONFLICT THEORY Conflict theory, first purported by Karl Marx, is a theory that society is in a state of perpetual conflict because of competition for limited resources. Conflict theory holds that social order is maintained by domination and power (rather than consensus and conformity). According to conflict theory, those with wealth and power try to hold on to it by any means possible, chiefly by suppressing the poor and powerless. A basic premise of conflict theory is that individuals and groups within society will work to maximize their benefits. 29 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Marx’s version of conflict theory focused on the conflict between two primary classes. Each class consists of a group of people bound by mutual interests and a certain degree of property ownership. Marx theorized about the bourgeoisie, a group of people that represented members of society who hold the majority of the wealth and means. The proletariat is the other group: it includes those considered working-class or poor. With the rise of capitalism, Marx theorized that the bourgeoisie, a minority within the population, would use their influence to oppress the proletariat, the majority class. This way of thinking is tied to a typical image associated with theory-based conflict models of society; adherents to this philosophy tend to believe in a pyramid arrangement in terms of how goods and services are distributed in society; at the top of the pyramid is a small group of elites that dictate the terms and conditions to the more significant portion of society because they have the outsized amount of control over resources and power. Uneven distribution within society was predicted to be maintained through ideological coercion; the bourgeoisie would force acceptance of the current conditions by the proletariat. Conflict theory assumes that the elite will set up systems of laws, traditions, and other societal structures to support their dominance further while preventing others from joining their ranks. Marx theorized that, as the working class and poor were subjected to worsening conditions, a collective consciousness would raise more awareness about inequality, and this would potentially result in revolt. If, after the revolt, conditions were adjusted to favor the concerns of the proletariat, the conflict circle would eventually repeat, but in the opposite direction. The bourgeoisie would eventually become the aggressor and revolter, grasping for the return of the structures that formerly maintained their dominance. 30 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 SYMBOLIC INTERACTIONISM Symbolic interactionism is a theoretical approach to understanding the relationship between humans and society. The basic notion of symbolic interactionism is that human action and interaction are understandable only through the exchange of meaningful communication or symbols. In this approach, humans are portrayed as acting, as opposed to being acted upon. George Herbert Mead- Pioneered the development of a symbolic interaction perspective. He is the one who argued that “people's selves are social products, but that these selves are also purposive and creative.” The Three Basic Premises Herbert Blumer (1969) set out three basic premises of the perspective: 1. "Humans act toward things on the basis of the meanings they ascribe to those things." - Includes everything that a human being may note in their world, including physical objects, actions, and concepts. Essentially, individuals behave towards objects and others based on the personal meanings that the individuals have already given these items. 31 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 2. "The meaning of such things is derived from, or arises out of, the social interaction that one has with others and society." - Arises out of the social interaction that one has with other humans. People interact with each other by interpreting or defining each other's actions instead of merely reacting to each other's actions. 3. "These meanings are handled in, and modified through, an interpretative process used by the person in dealing with the things he/she encounters." - We naturally talk to ourselves to sort out the meaning of a difficult situation. But first, we need language. Before we can think, we must be able to interact symbolically. Emphasis on symbols, negotiated meaning, and social construction of society brought on attention to the roles people play. THREE CORE PRINCIPLES ▪ MEANING - are handled in and modified through an interpretative process used by the person in dealing with things he or she encounters ▪ LANGUAGE- This is the source of meaning. In Mead’s view, social life and communication between people are possible only when we understand and can use a universal language. ▪ THOUGHTS- The ability distinctly different from animals in that we can think about things rather than merely reacting instinctually. An inner conversation with oneself THE LOOKING GLASS SELF 32 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 In 1902, Charles Horton Cooley developed the social psychological concept of the looking glass self. The term was first used in his work, Human Nature and the Social Order. It states that a person’s self grows out of society’s interpersonal interactions and the perceptions of others. The term refers to people shaping their identity based on the perception of others, which leads the people to reinforce other people’s perspectives on themselves. People shape themselves based on what other people perceive and confirm other people’s opinions of themselves. 33 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Three main components of “looking glass self.” For more information about the components, please click the link. Even as a child, people begin to define themselves within the context of their socialization. The child will then discover that if he/she cries, the symbol of that act will prompt a response from the people around him/her. Please refer to the sources help you further comprehend the lesson: : 1. William Watson., (2015), Handbook of social psychology, New York: Delve Publishing 2. Clinard, Marshall B., (2016), Sociology of deviant behavior, Australia: Cengage Learning 3. Prof. Dennard Young, editor., (2015), Social welfare handbook, New York: Delve Publishing 4. Angelina Kerber, FienDabrowska, editors., (2015), International social work, New York: Delve Publishing 5. Langer, Carol L, (2015), Applying theory to generalist social work practice: a case study approach, Hoboken, New Jersey: John Wiley & Sons, Inc. 34 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Activity 1. Now that you know the psychological and sociological theories in deviance, let us try to check your understanding of these theories. In the space provided, write the term/s or concept/s being asked in the following statements: ______________1. Who is the proponent of the Symbolic Interactionism theory? ______________2. These group of persons refers to the group of people that represented members of society who hold most of the wealth and means ______________3. What principle of Symbolic interactionism which refers to “the source of meaning”? ______________4. What principle of Symbolic interactionism which refers to “the process of taking the role of others”? ______________5. Who is the proponent of the “Looking Glass Self” concept? ______________6. What principle of Symbolic interactionism which refers to the “construction of social reality”? ______________7. According to conflict theory, these persons include those considered working-class or poor. ______________8. In subcultural theory, this refers to the “sense of personal failure and inadequacy.” ______________9. What theory asserts that crime is most likely to occur in communities with weak social ties and the absence of social control? ______________10. Who is the proponent of the Conflict theory? 35 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Activity 1. Getting acquainted with the psychological and sociological theories in Deviance, you should also be able to explain or articulate its inter-relationships. Now, I will require you to explain your answers to the following questions thoroughly. 1. Choose at least three psychological/sociological theories in deviance that you find the most applicable in real-life situations. State your reasons by presenting examples. 2. If there will be no presence of deviance, what would be the effect of it in our society? 36 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Activity 1. Based on the definition of the essential terms and concepts in the study of the psychological and sociological theories of deviance and the learning exercises that you have done, please briefly explain your ideas on the following situations or notions. 1. Deviant acts are natural parts of society, for, without it, the society will be chaotic and imbalance. 2. “People who live in a comfortable life commits fewer crimes to compare to those who were not given the best opportunities in life.” 3. “An individual who grows up in a poor neighborhood with high rates of drug use, violence, teenage delinquency, and deprived parenting is more likely to become a criminal than an individual from a wealthy neighborhood with a good school system and families.” 37 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Do you have any questions for clarification? Questions/Issues Answers 1. 2. 3. 4. 5. Functionalism Subculture Status frustration Proletariats Bourgeoisie Symbolic Looking glass self Interactionism 38 | P a g e  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Week 4-6: Unit Learning Outcomes (ULO) At the end of the unit, you are expected to: a. Explain the different perspectives on social deviation; b. Determine the classification, hereditary and mental deficiencies of criminals and the different types of crimes; Big Picture in Focus ULO-a. Explain the different perspectives on social deviation Metalanguage In this section, the essential terms relevant to the study of social deviation concerning Social Work and to demonstrate ULOa will be operationally defined to establish a standard frame of reference as to how the texts work in your chosen field or career. You will encounter these terms as we go through the study of deviance. Please refer to these definitions in case you will encounter difficulty in understanding concepts in deviance. Strain- refers to the discrepancies between culturally defined goals, and the institutionalized means available to achieve these goals. Conformity- Robert Merton’s mode of adaptation; pursing cultural goals through socially approved means Innovation- Robert Merton’s mode of adaptation, using socially unapproved or unconventional means to obtain culturally approved goals. Ritualism- Robert Merton’s mode of adaptation, using the same socially approved means to achieve less elusive goals (more modest and humbler). 39  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Retreatism- Robert Merton’s mode of adaptation; rejects both the cultural goals and the means to obtain the cultural goals, then find a way to escape it. Rebellion- Robert Merton’s mode of adaptation; to reject the cultural goals and means, then work to replace them. Anomie- means the lack of usual ethical or social standards Differential Association- a theory proposing that through interaction with others, individuals learn the values, attitudes, techniques, and motives for criminal behavior. Social control- a way to control society to create social order. The norms, laws, rules, laws, and structures are the ones that regulate human behavior. Sanctions- The means of enforcing rules Formal sanctions- These are ways to recognize and enforce norm violations officially. Informal sanctions- sanctions that emerge in face-to-face social interactions. Formal social control- external sanctions enforced by the government to prevent the establishment of chaos or anomie in society. Informal social control- Internalization of norms and values by a process known as socialization. Direct social control- the control that exercises upon the individual by the reactions of the people who are living within the proximity. Indirect social control- the type of control which is exercised upon an individual by the factors like customs, laws, opinions, which affects the entire social system. Positive social control- rewards and incentives have an immense value upon the activities of an individual. Negative social control- a person is prevented from doing something wrong by the threat of punishment. 40  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Social Bonds- a theory by Travis Hirschi, which argues that criminal activity occurs when an individual’s attachment to society is weakened. Four social bonds bind us together – Attachment; Commitment; Involvement, and Belief. Deterrence- is the use of punishment to stop potential criminals from committing crimes. Labeling- the process by which deviants are defined by the rest of society Retrospective labeling- Interpreting someone’s past considering some present deviance. Projective labeling- Using a deviant identity to predict future action and projecting by imagining what he/she might do in the future. Stigma- a powerfully negative sort of master status that affects a person’s self-concept, social identity, and interactions with others. Primary deviance- a violation of norms that do not result in any long-term effects on the individual’s self-image or interactions with others. Secondary deviance- occurs when members of society label a person’s actions as deviant. That person begins to change his individual’s behavior and self-concept because of that label. Master Status- This is a label used to refer to the chief or master characteristic of an individual. This is also called as career deviance. Neutralization theory- was developed as a means for explaining how criminal offenders engage in rule-breaking activity while negating their guilt, or blame. The theory was first introduced in 1957 by criminologists Gresham Sykes and David Matza. They contended that juvenile delinquents drift between law-abiding and law-breaking behavior. Ethnomethodology- a theoretical approach in sociology based on the belief that you can discover the standard social order of society by disrupting it. Indexicality- refers to the fact that all human interpretive work is bound to the context in which it occurs. The "reality" of deviance will be conceived very differently, depending on whether it is viewed from a police patrol car or from the back seat of a vehicle full of partying teenagers. 41  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Reflexivity- express that paradoxical characteristic of human existence whereby objects only exist about the interpretive meaning they have for the people who behold them. Critical theory- a social theory oriented toward critiquing and changing society. It differs from traditional theory, which focuses only on understanding or explaining society. Critical theories aim to dig beneath the surface of social life and uncover the assumptions that keep human beings from a full and accurate understanding of how the world works. Feminism- a social movement and ideology that fights for the political, economic, and social rights of a woman. Feminists believe that women and men are equal and that women deserve the same rights that men have in our society. Liberal Feminism- advocates for equality between the sexes through social and political reforms and legal means. Radical Feminism- believes that it is the male-dominated hierarchy (or patriarchy) that is responsible for the oppressed status of women today. Cultural Feminism- To provide the perfect balance to our society, cultural feminists believe that women's essence should be infused and celebrated with the male-dominated world. Socialist Feminism- also known as Marxist feminism. It believes that the oppressed status of women can be attributed to unequal treatment at both the workplace and in the house. Ecofeminism- believes that to maintain a healthy environment, women must try to reduce or lessen the destruction of the environment. Black Feminism- believes that the liberation of all women, discrimination of economic classes, and racial discrimination can be achieved through the successful liberation of black women. Separatist Feminism- believe that no man can contribute positively to the feminist movement. That’s why, for them, it is better to remove relationships with men. 42  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Essential Knowledge In this section, we must study the different perspectives in deviance to help you explain and understand more how deviance work in our society. As a future Social Worker, this will help you as a generalist Social Worker in engaging people with complex behavior. STRAIN THEORY The Concept of Anomie The idea of anomie means the lack of usual ethical or social standards. This concept first emerged in 1893, with French sociologist Emile Durkheim. According to Durkheim, an anomic society is one in which rules of behavior (values, customs, and norms) have broken down or become inoperative during periods of rapid social change or social crises such as war or famine. The Concept of Strain Social strain theory was developed by famed American sociologist Robert K. Merton. “Strain” refers to the discrepancies between culturally defined goals and the institutionalized means available to achieve these goals. Strain theory states that social structures may pressure citizens to commit crimes. The strain may be: Structural- refers to the processes at the societal level that filter down and affect how the individual perceives his or her needs. Individual - refers to the frictions and pains experienced by an individual as he or she looks for ways to satisfy individual needs. These types of strain can insinuate social structures within society that then pressure citizens to become criminals. 43  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Robert Merton’s theory of Anomie Merton argued that in a class-oriented society, opportunities to get to the top are not equally distributed. He emphasized the importance of two elements in any society: Cultural goals (the goals that a culture encourages individuals to achieve) Institutionalized means or ways (institutional structure of society that allows them to achieve legitimately) Robert Merton claimed that individuals face a gap between their goals (usually finances/money related) and their current status, and when it happens, strain occurs. When people experienced strain, there are five modes of adaptation: 1. Conformity: pursuing socially approved goals and means. The people who believe in normative means for attaining goals legitimately. They follow the rules of society. They are called as conformists. Example: A successful investor or businessman who is economically successful because of their employment or hard work. 2. Innovation: pursuing the socially approved goals but using the socially unapproved means to obtain culturally approved goals. These individuals are called innovators. Example: A broker involved illegally in insider trading. Other examples are drug dealers, thieves, and prostitutes are also examples of innovators. 44  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 3. Ritualism: rejecting the socially approved goals but pursuing the socially approved means to obtain culturally approved goals The individuals who stop trying to achieve goals but believe in using legitimate means for attaining goals are called ritualists. Example: Staying in a dead-end job. 4. Retreatism: rejecting both the cultural goals and the means to obtain it. These individuals simply avoid both the goals and means established by society without replacing those norms with their counter-cultural forces. They are called as retreatists. Example: Severe alcoholics, some homeless people, and hermits 5. Rebellion: rejecting the cultural goals and means but working on something to replace them. These individuals substitute new goals and new means of attaining those goals to bring about revolutionary change and create a new society. Example: American Nazi party, “skinheads,” “hippies” and the Ku Klux Klan 45  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 DIFFERENTIAL ASSOCIATION In criminology, differential association is a theory developed by Edwin Sutherland (1883– 1950) proposing that through interaction with others, individuals learn the values, attitudes, techniques, and motives for criminal behavior. This theory focuses on how individuals learn to become criminals. Still, it does not concern itself with why they become criminals. The differential association predicts that an individual will choose the criminal path when the balance of definitions for law-breaking exceeds those for law-abiding. This tendency will be reinforced if social association provides active people in a person’s life. The earlier in life, an individual comes under the influence of high-status people within a group, the more likely the individual is to follow in their footsteps. This does not deny that there may be practical motives for the crime. If a person is hungry but has no money, there is a temptation to steal. But the use of “needs” and “values” is equivocal. To some extent, both non-criminal and criminal individuals are motivated by the need for money and social gain. 46  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Nine Propositions of Differential Association Theory Sutherland’s theory explains how a person becomes a criminal by presenting these nine propositions of differential association theory: To discover the nine propositions, please visit this link. SOCIAL CONTROL Sociologists define social control as the way that the norms, rules, laws, and structures of society regulate human behavior. It is a necessary part of social order, for societies could not exist without controlling their populations. Social control is achieved through social, economic, and institutional structures. Societies cannot function without an agreed-upon and enforced social order that makes daily life and a complex division of labor possible. Without it, chaos and confusion would reign. Society to exist and progress must exercise precise control over its members since any marked deviation from the traditional ways is considered a threat to its welfare. Such control has been termed by sociologists as social control. 47  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Two Types of Social Control 1. Formal means of social control – External sanctions enforced by the government to prevent the establishment of chaos or anomie in society. Some theorists, such as Émile Durkheim, refer to this form of control as regulation. Example: Laws, rules, and regulations formed by Judiciary and Law control (Police) *FORMAL SANCTIONS- These are ways to recognize and enforce norm violations officially. Example: If a student violates her college’s code of conduct, she might be expelled. Someone who speaks inappropriately to the boss could be fired. Someone who commits a crime may be arrested or imprisoned. On the positive side, a soldier who saves a life may receive an official commendation. 2. Informal means of control (Informal sanctions)– Internalization of norms and values by a process known as socialization, which is defined as “the process by which an individual, born with behavioral potentialities of enormously wide range, is led to develop actual behavior which is confined to the narrower range of what is acceptable for him by the group standards.” Example: The primary group controlling measures- mores, folkways, traditions, customs, and traditions *INFORMAL SANCTIONS- Informal sanctions emerge in face-to-face social interactions. Example: wearing flip-flops to an opera or swearing loudly in the church may draw disapproving looks or even verbal reprimands, whereas behavior that is seen as positive—such as helping an older man carry grocery bags across the street—may receive positive informal reactions, such as a smile or pat on the back. As briefly defined above, the means to enforce social control can be either informal or formal. Sociologist Edward A. Ross argues that belief systems exert greater control on human behavior than laws imposed by the government, no matter what form the beliefs take. 48  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Two Types of Social Control by Karl Mannheim Direct Social Control- a type of control that exercises upon the individual, which depends upon by the people’s reaction who are living within the proximity. Example: Family, neighborhood and paly group Indirect Social Control- this is the type of control that is exercised upon an individual by factors like customs, laws, opinions, which affects the entire social system. Example: Secondary groups, traditions, customs, etc. Two Types of Social Control by Kimbell Young Positive social control- rewards and incentives have an immense value upon the activities of a person. All of us desire to be rewarded by the society that we live in. To do that, we have to follow the mores, practices, and traditions accepted by society. Example: rewards, fame, respect, and recognition, etc. Negative social control- this uses the threat of punishment to prevent an individual from doing something wrong. Because of the fear of punishment, it prevents people from violating the socially accepted traditions, customs, ideas, and values. Example: verbal punishment, defamation, and negative criticism, etc. 49  College of Arts and Sciences Education 2ndFloor, DPT Building Matina Campus, Davao City Telefax: (082) Phone No.: (082)300-5456Local 118 Travis Hirschi’s Control Theory (Social Bonds) Travis Hirschi argued that criminal activity occurs when an individual’s attachment to society is weakened. This attachment depends on the strength of social bonds that hold people to society. According to Hirschi, four social bonds bind us together – Attachment; Commitment; Involvement, and Belief. According to this theory, one would predict the ‘typical delinquent’ to be young, single, unemployed, and probably male. Conversely, those who are married and in work are less likely to commit a crime – those who are involved, and part of social institutions are less likely to go astray. To know more about the four social bonds, please visit this link. DETERRENCE Deterrence theory says that people don't commit crimes because they are afraid of getting caught - instead of being motivated by some deep moral sense. According to deterrence theory, people are most likely to be dissuaded from committing a cr