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Criminal behavior during the lifecourse - samenvatting literatuur + hoorcolleges

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Universiteit Utrecht (UU)

Dit is een samenvatting van alle hoorcolleges en verplichte literatuur van het vak criminal behavior during the lifecourse van de uu. Daarnaast zijn een nog belangrijke aantekeningen van de werkgroepen toegevoegd.

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Geupload op 1 november 2024
Aantal pagina's 55
Geschreven in 2024/2025
Type Samenvatting

criminal behavior
peers
adolescents
security hypothesis
situational crime
environmental crime
rational choice theory
intergenerational transmission
age graded theory of informal social control

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Dit document bevat:
- Alle hoorcolleges
- Benson, M.L. (2013). Crime and the Life Course (Chapter 1). Routledge: New York.**
- Sutton, J.E. (2010). A review of life-events calendar method for criminological
research. Journal of Criminal Justice 38: 1038-1044.
- Moffitt, T.E. (1993). Adolescence-Limited and Life-Course-Persistent Antisocial
Behavior: A Dual Taxonomy. Psychological Review 100(4), 674-701.
- Laub, J.H., Sampson, R.J. (1993). Turning points in the life course: Why change
matters to the study of crime. Criminology, 31(3), 301-326.
- Moffitt, T.E. (1993). Adolescence-Limited and Life-Course-Persistent Antisocial
Behavior: A Dual Taxonomy. Psychological Review 100(4), 674-701.
- Laub, J.H., Sampson, R.J. (1993). Turning points in the life course: Why change
matters to the study of crime. Criminology, 31(3), 301-326.
- Besemer, S., Ahman, S.I., Hinshaw, S.P., & Farrington, D.P. (2017). A systematic
review and meta-analysis of the intergenerational transmission of criminal behavior.
Aggression and Violent Behavior, 37, 161-178.
- Novak, A. (2022). The association between adverse childhood experiences,
neuropsychological deficits, and experiences of exclusionary discipline in early
childhood. Journal of Developmental and Life-Course Criminology, 8(2), 175-205.
- Freelin, B. N., McMillan, C., Felmlee, D., & Osgood, D. W. (2023). Changing contexts:
A quasi‐experiment examining adolescent delinquency and the transition to high
school. Criminology, 61(1), 40-73.
- Rees, C., & Pogarsky, G. (2011). One bad apple may not spoil the whole bunch: Best
friends and adolescent delinquency. Journal of Quantitative Criminology, 27, 197-
223.
- Thomas, K. J., Nguyen, H., & Jackson, E. P. (2023). Value orientations, life transitions,
and desistance: Assessing competing perspectives. Criminology, 61(1), 103-131.
- Copp, J.E., Giordano, P.C., Longmore, M.A., Manning, W.D. (2020). Desistance from
crime during the transition to adulthood: The influence of parents, peers, and shifts
in identity. Journal of Research in Crime and Delinquency, 57(3), 294-332.

,Knowledge clips

Clip 1: criminal careers, measuring crime over the life course

Criminal career: longitudinal sequence of crimes committed by and individual offender, four
dimensions:
- Participation: people who engage in crime vs. those who do not during the life course
o Age of onset: the age of the first criminal behavior
- Frequency: rate of activity, number of offenses
o “Lamdba”
- Seriousness: minor vs. serious, escalation/ de-escalation (it will most escalate in
numbers), specialization (whether or not an offender commits a single type of crime
and specializes)
- Duration: the length of the criminal career/ activity
o Desistance: the process of ending criminal activity/ career

How to measure criminal careers: the life history calender (LHC):
- Method used to collect retrospective life course data
- Focus on sequence and timing of events
o Age of onset, frequency, duration
- Visualizes relationship between trajectories, events and changes in behavior
- Shows other transitions and events that help us understand changes in behavior

Lecture 1: introduction: crime over the life course

Age and crime:
- Fact: adolescents and young adults commit a disproportionate amount of crime
- Data:
o Official data: arrests peak in late teens/ early 20s
o Self-report: teens and young adults report more criminal behavior than other
age groups
o Victim surveys: victims most commonly report offenders to be teenagers/
young adults

Hirschi & Gottfredson (1983): age-crime curve one of the brute facts of criminology
- Crime declines with age: ‘maturational reform’, ‘aging out’
o Invariant
o Consistent explanations across age
o Difference in degree
- All we need is propensity?

Age crime curve:
- Why does crime decline with age:
o Changes in social roles and contexts
o Society at large is faced perennially with an invasion of barbarians… (and)
every adult generation is faced with the task of civilizing those barbarians
o Depends on the type of crime – different types of age crime curves

,  Also depends on gender
- What does it tell us?
o How crime is distributed across a population according to the age of a
population
o How distribution varies by crime type or over time
o Shared social behaviors over time
- Critiques of aggregate age-crime curves:
o It does not tell us about:
 When they start (people that start earlier will longer precede)
o Ignores variation in the shape of the age-crime
 Gender
 Early vs. late starters
 Crime types
- Implication:
o Our theoretical frameworks should be able to account for the age-crime
relationship
o Who is the target for crime prevention/ reduction
o Why does crime decline with age

Life course research:
- Between individual differences vs. within-individual differences
- Social pathways
- Life course concepts:
o Trajectories: common behavior, your criminal behavior over the life course
(education) – trajectories will influence each other
o Transitions: happen within trajectories, transition from relationship – single
(more common than turning points)
o Turning points: leads to a sustained change – may not be expected
o Age effects: as you get older it will have an effect on your behavior
o Period effect: what is happening in that specific time period
o Cohort effects: period of birth, a group who share specific characteristics
- Social-historical time and place:
o When and where you are born matters
 Birth cohort
 Historical context
 Social change
- Human agency:
o Agency: the capacity to exercise control over our lives
 Intentional choices/actions
 Made within societal constraints
- Linked lives:
o Individuals are linked with others
 Parents, peers, partners, siblings, communities
- Timing:
o The age at which events occur affects trajectories and transitions
 Timing of arrest, interventions, parental incarceration, negative life
event

, o Stage of development
o Social norms
- Cumulative continuity (of disadvantage):
o Events/ actions have causal effect
- Self-selection:
o Traits/disposition explain behavior
o Variation in traits -> variation in behavior

Life course criminology:
- Must view criminal behavior in the context of the life course
o Other trajectories
o Life events
o (Changing) social contexts
o Timing
o Relationships
o Decision-making

Literature week 1

Benson, M.L. (2013). Crime and the Life Course (Chapter 1). Routledge: New York.

The life course perspective:
- Multidisciplinary intellectual movement
- It is not an explicit theory but a way of thinking and studying human lives and
development emerging paradigm
- The concept of life course refers to a succession of age-related stages and social roles
are socially constructed and recognized as distinct from each other
- Different stages are separated from each other by normatively defined transitions
and to be ordered in that certain events succeed or precede others (normatively,
getting married should precede having children – but in practice it is often the other
way around)
- Life course: of linked trajectories that a person goes through as they age
o Trajectories: set of linked states within a conceptual behavioral domain or
experience (educational trajectory)
 Contain transitions that are well integrated into trajectories and
transitions link levels a trajectory
- Aging and development are continuous processes
- Life course researchers typically devise pathways in three different domains:
o Biological
o Psychological
o Social
o The pathways are closely linked and have reciprocal effects on each other
- There are four core principles that serve to guide research and theorizing:
o Historical time and place:
 Where and when you are born and live your life matters
 Our lives bear the imprint of what happens in our practical social
worlds

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