Exam (elaborations)
CCJ 4010 EXAM 2.
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- 4010 Exam 1
- Institution
- 4010 Exam 1
Exam of 7 pages for the course 4010 Exam 1 at 4010 Exam 1 (CCJ 4010 EXAM 2.)
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CCJ 4010 EXAM 2Chapter 7 The Social Context of Juvenile Delinquency pg 165-190 - ANS-*family
structure: the compositional makeup of the family (single, stepparent)
*family process: social exchange and interactions within a family
*supervision: juvenile behavior is indirectly/directly known to the parent or guardian
*family conflict: unrest or bad feeling between juvenile and family members
*discipline: process that includes punishment for wrongdoing
*egalitarian power: both parent have equal power
*child maltreatment: general term that includes neglect and abuse
*abuse: aggression in emotional, physical, and sexual
*physical abuse: kicking, stabbing, hitting, throwing, biting, and shaking
*emotional: rejection or demeaning of a child
*sexual"molestation, incest, encouraging sexual behavior
*neglect: depriving child of basic needs
*physical neglect: incurs physical harm from deprivation
*educational: failure to meet educational need such as enrolling into school
*emotional: ignoring child's need for affection or engagement
*throaways: youth who has been kicked, out by parents
incarceration rate: # per 100,00
*parental rights:the rights of parents in childs legal and physical custody
*
Chapter 8 - ANS-*academic achievement: the extent in which students achieve their
academic goals
*school failure: students becomes disengage and falls behind
*direct relationship: students who fail are more likely to engage in delinquency
*direct relationship: students who are delinquent are more likely to fail
*indirect relationship: students who fail become disconnected and have lower
attachment that cause them to care less
*spurious relationship: third variable, connection of gender?
Macro or Contextual factors
*tracking: juveniles places in a classroom based on intelligence
*Alienation: low degree of integration and high degree of isolation from peers
*social class: students from working class have deficiencies
*dropping out: quitting before graduation
*bullying: use of physical strength or emotional influence to intimidate:
, *cyberbullying: the use of tech
*school-prison pipeline: school preparation for prison
*dignity in school campiagns: organizations that advocate for human dignity in schools
*zero tolerance: no drug or dangerous weapon without the use of penalty
*school are overreacting-real students problems are ignores-students are being taught
wrong lessons-students behaviors are to get worse at risk students are at a higher
risk(Kupchick explains amaerican discplines in schools)
Cyberbullying (Patchin &Hinduja - ANS-Modern technology, however, has enabled
would-be bullies to extend the reach of their ag-gression and threats beyond this
physical setting through what can be termed cyberbullying, where tech-savvy students
are able to harass others day and night using technological de-vices such as computer
systems and cellular phones. Computers occupy a significant pro-portion of the homes
in which children reside and are frequently used for social, entertain-ment, academic,
and productivity needs.
The preceding review provides a description of bullying in cyberspace for the pur-poses
of introducing it as a topic meriting academic inquiry and underscoring its often
ines-capable pernicious nature. Indeed, 74% of the youth in this study reported that
bullying oc-curs online, and almost 30% of the youth reported being victimized by others
while online.
Community Differences in Delinquency (Agnew) - ANS-leading theories on delinquency:
*strain: goal block age and lack of positive stimuli. experiences lead to negative
emotions
*social learning: individuals associate with others who reinforce delinquency, present
beliefs favorable to delinquency
*control: absence of such controls frees individuals to satisfy their needs and desires in
the most expedient way possible
*labeling: indicduals are viewed by others
economic deprivation, residential instability, and family disruption lead communities to
develop high crime rates. association between race/ethnicity and community crime rates
is due to third variables.
The Cycle of Violence (Widom) - ANS-*Main finding: being abused or neglected as a
child increased the
likelihood of arrest as a juvenile by 59%, as an adult by 28%, and for a violent crime by
30%
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