Crime Across the Life Protective Factors Presentation In your video theoretical presentation, Provide a brief history of the individual selected, and iden

Crime Across the Life Protective Factors Presentation In your video theoretical presentation,

Provide a brief history of the individual selected, and identify the risk factors and protective factors you see with the juvenile.
Evaluate these factors through the lens of the life course theory. Does the concept of persistence or desistence come into play with this juvenile?
Briefly summarize the journal article you found in the Ashford University Library. Which type of crime intervention/prevention strategy is being addressed, and how does it apply to your chosen case/individual?

Your presentation will be a combination of slides containing visuals and bullet points, as well as narration of the content. PowerPoint (Links to an external site.)Links to an external site. or any other presentation software may be used to create a visual presentation of your research design. Narration is required so you will need to record your presentation using Screencast-o-matic (Links to an external site.)Links to an external site. or similar software. You are not required to be on camera, but you may choose to be on camera if you want to do so. Support your claims with examples from the required materials and a minimum of one journal article that you find using the Ashford University Library. You can use your research article in your Final Paper, due in Week 5.

The file for the presentation should be attached or embedded in your post for your peers to review, see How to Embed a Video in Canvas (Links to an external site.)Links to an external site.; please do not link to outside locations. The following presentation resources are available in the Ashford Writing Center for you to use:

How to Make a PowerPoint Presentation Guide (Links to an external site.)Links to an external site.
Presentation Tips (Links to an external site.)Links to an external site.

Your presentation should have a minimum of five content slides (excluding title and references slides) and be at least three minutes long. Support your presentation with examples from this week’s required materials and other scholarly resources, and properly cite any references either in-text on bullet points or in the notes section. Include complete APA reference entries on the references slide. You must use at least one scholarly or credible professional resource to support your presentation. The presentation must include a cover and references slide for sources cited in the body of the presentation. Print
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4
Crime Across the Life
Course: Risk and
Protective Factors
Ingram Publishing/SuperStock
Learning Objectives
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After studying this chapter, you should be able to
accomplish the following objectives:
Explain the life course theory and how it can help
inform the age-crime curve.
Analyze the various risk factors for delinquency.
Describe the various protective factors that could
prevent delinquency.
Evaluate the various trajectories and pathways used
by the life course theory to explain criminal
behavior.
George Layton’s exposure to the criminal justice system began when he was just 16 years old. At that time, he
was arrested for grand theft and sentenced to prison. After being released at age 23, he soon continued his
criminal path. He planned a robbery with friends that resulted in the murder of the homeowner. He pleaded
guilty to robbery with a firearm and received a sentence of 8 years in prison. After his release from prison, he
married a woman he described as an addict. He spent the next several years addicted to methamphetamines
and alcohol. After that marriage failed, George was involved in an accident that left a woman dead. Although
not charged with negligence in the death, he described it as a wakeup call. George started going to church
and met a woman who was also religious. George indicates that he changed his ways and now is living a
clean life (Smith, 2012).
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4.1 Introduction
Most theories of crime attempt to explain why criminal behavior peaks in adolescence. In other words, the
theories attempt to explain the age-crime curve. The age-crime curve shows that age and crime are inversely
related: As age increases, crime decreases. In particular, we see that crime rates start to rise in late childhood,
peak in adolescence (15–19 years of age), and then decline in the early 20s. However, as Piquero, Jennings,
and Barnes (2012) noted, there are differences in this curve related to gender and type of offense. Criminal
activity peaks for boys later than it does for girls, and violent crime tends to peak later than does property
crime. Criminologists examine the characteristics of adolescents’ lives for clues as to who is committing
crimes and what crimes are being committed. When formulating theories on criminal behavior, researchers
have considered influences such as a lack of bond to parents, exposure to delinquent peers, or stressful
experiences.
But not all juveniles follow this typical age-crime curve. In fact, some exhibit delinquent behavior much
earlier than is statistically typical and some continue their criminal behavior well into adulthood. Could a
theory that rests on exposure to delinquent peers explain why some stop committing crime but others
continue? In some circumstances it might; however, criminologists have looked for a more complex
understanding of delinquency.
A theory developed in the early 1990s, referred to as life course theory, argues that it is important to
examine how individuals develop over time, the circumstances to which they are exposed, and the factors that
could influence their path to a conventional (or unconventional) lifestyle (Loeber & LeBlanc, 1990). The idea
that behavior develops over time and is influenced by a host of issues is not a new area of inquiry. In fact,
developmental psychology and the work of Erikson (1968) and many others have provided the context for
understanding this issue. Though not new to psychology, applying a developmental framework is a fairly new
approach to criminology that has gained prominence since Robert Sampson and John Laub published a book
on the topic in 1993, entitled Crime in the Making: Pathways and Turning Points Through Life.
Criminologists recognize that
individuals differ with regard to their
propensity to commit crime. Studies
support the idea that most juveniles
start committing crimes at the same
level of seriousness; however, only
certain individuals escalate their
criminal behavior over time (Loeber &
LeBlanc, 1990). Imagine a juvenile
who is arrested for vandalism after
defacing school property during a
prank with friends. The youth’s
criminal “career” may start and end
with that one act of vandalism. By
contrast, others may not stop after
their first criminal act. A similar
juvenile may begin with vandalism but
eventually escalate to serious or
Focus on the Life Course: Meet Paradize
Paradize has been in Lakeside County Juvenile Center in
Indiana three times; she was 13-years-old the first time.
Consider the details of Paradize’s account as we continue
to explore her history and experience with the juvenile
justice system throughout this chapter.
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violent crimes. In an effort to explain
these differences, life course theorists
rely on longitudinal data. These
studies allow researchers to uncover
how the patterns of offending emerge
over time and what factors may have
an impact on behavior.
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Meet Paradize
From Title: Juvenile Delinquency: Paradize Interview
(https://fod.infobase.com/PortalPlaylists.aspx?wID=100753&xtid=151016)
Certain experiences, relationships, and
situations that influence criminal
behavior and juvenile delinquency are
referred to as risk factors. For
example, poverty, peers, substance
abuse, personality, and so on are risk
factors or correlates of delinquency.
© Infobase. All Rights Reserved.
Length: 02:26
Having more than one risk factor
1. Does Paradize’s experience seem to follow the typical
makes it more likely that the juvenile
age-crime curve for juvenile girls?
will be involved in criminal behavior.
For example, juveniles who are friends
with antisocial peers (e.g., those who
commit crimes) and use drugs and
alcohol have a greater likelihood of committing crime. Said another way, they are at a higher risk of criminal
behavior.
At the same time, certain factors seem to prevent delinquency. These elements are referred to as protective
factors. Protective factors can include the existence of social support, mentors, or positive relationships with
parents or other family members. Youth who experience high levels of social support (e.g., family, friends,
church, mentors) are less likely to engage in delinquent behavior. The protective factors can also intervene
when youth are confronted with adversity such as antisocial peers. But consider the opening story involving
George Layton. Factors such as marriage and church can influence whether someone chooses not to engage in
delinquency. To understand the factors that influence criminal behavior across the life course, we must first
consider the main risk factors and protective factors for crime.
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4.2 Risk Factors
There are a number of risk factors or correlates of criminal behavior. Take social disorganization theory as an
example. This theory asserts that high rates of crime are being driven by the environment, poverty, and other
important ecological factors. The theory identifies poverty as a risk factor for delinquency. Differential
association theory asserts that association with antisocial peers is likely to lead to delinquency. The theory
identifies antisocial peers as the risk factor. The problem is that each of the theories argues for a different set
of risk factors.
It is important to identify the magnitude or importance of each risk factor. In an attempt to identify
magnitude, researchers use a technique referred to as a meta-analysis. A meta-analysis is a statistical
technique that allows a researcher to examine a body of literature. Much like a literature review that might be
conducted when writing a paper, a meta-analysis is a summary. The difference, however, is that a metaanalysis summarizes the results of studies by weighting their importance. The results of a study that utilizes a
rigorous design (e.g., random assignment of subjects) will be given more weight (Glass, 1976). Researchers
using meta-analysis techniques to study risk factors for crime are able to identify which risk factors are more
important. For example, Gendreau, Andrews, Goggin, and Chanteloupe (1992) found that most risk factors
they surveyed included lower social class origin (poverty), personal distress/psychopathology,
educational/vocational achievement, parental/family factors, temperament/personality, antisocial attitudes,
and antisocial associates. The top five risk factors in this list are school, family, personality, attitudes, and
peers.
With regard to gender, many of these risk factors are similar but operate differently. Dana Hubbard and Betsy
Matthews (2008) suggested that many of the risk factors are important for both groups. For example, consider
the risk factor of peers. For boys, antisocial peers are often likely to include similarly aged boys. The boys
may be associating with other boys and using drugs and alcohol or committing other delinquent behavior in
groups. For girls, antisocial peers may be age-inappropriate boys. How the system responds to the situation
involving similar-aged peers versus age-inappropriate peers may differ; however, the core risk factor of peers
remains important for both genders.
School-Based Risk Factors
From age 6 through at least age 18, youth spend more of
their time in school than in any other activity. School
represents an important time in a youth’s life not only due
to the academic content but also because of socialization
experiences. Schools teach youth self-control, discipline,
a work ethic, how to get along with others, and how to
acquire and process information (Cass & Curry, 2007).
These skills serve youth well as they go on to college or
out to the workforce. Teachers play an active role in this
socialization as well. We know that a good teacher can
change a youth’s life course, maybe by introducing a
topic or subject area that the youth decides to pursue as a
career or by working with a youth on the verge of
iStockphoto/Thinkstock
Research shows that youth who are frequently
truant miss important experiences and are more
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dropping out of school.
likely to engage in deviant behaviors.
Youth who frequently skip school or who drop out of
school miss key experiences that are difficult to recoup. Studies show that youth who are truant (absent) from
school are at risk for a host of problems. For example, truant youth are more likely to be involved in gangs,
substance addiction, and criminality. Baker, Sigmon, and Nugent (2001) noted the following:
[A]dults who were frequently truant as teenagers are much more likely than those who were not to
have poorer health and mental health, lower paying jobs, an increased chance of living in poverty,
more reliance on welfare support, children who exhibit problem behaviors, and an increased
likelihood of incarceration. (p. 1)
Moreover, police note that youth involved in criminal behavior during the day are typically the same youth
who either have dropped out of school or are chronically truant. Studies indicate that chronically absent youth
miss, on average, 6 weeks of school each year (Garry, 1996).
Those who drop out of school are also at risk for delinquency. Statistics indicate that nearly 7,000 youth drop
out of school each day, and in 2004, over 1.3 million students failed to graduate from high school (Monrad,
2007). Unfortunately, graduation rates are the lowest in urban areas. To illustrate, Table 4.1 shows the
graduation rates within the inner-city area of Cleveland, Ohio. The Ohio Department of Education rates Ohio
schools based on 18 factors: 16 are related to results from state proficiency exams and the remaining 2 are
based on attendance and graduation rates. If we explore Cleveland Metropolitan School District (formerly the
Cleveland Municipal School District), one of the poorest districts in the state, we can see that proficiency
rates are very low. For example, Table 4.1 shows that only 27% of 8th graders are proficient in math, and
only 34% are proficient in science. These numbers are in contrast to statewide rates that are on average higher
than 50%. Looking at behavioral indicators such as suspensions, we find that 28% of youth in Cleveland have
been suspended, compared to only 11% statewide. Although Cleveland’s graduation rate is fairly high, the
district has been given an “F” rating by the Ohio Department of Education for not meeting their performance
indicators.
Table 4.1: Cleveland city schools versus Ohio schools overall, 2017–2018
Cleveland Metropolitan School
District
Ohio
overall
Graduation rate
74.6%
84.1%
Percent proficient 8th grade math
27.3%
54.3%
Percent proficient 8th grade science
33.9%
67.6%
Percent proficient 3rd grade English language
arts
35.3%
61.2%
F
—
ODE rating
From “Cleveland Municipal district overview,” in “Ohio school report cards,” by Ohio Department of Education, 2018, Retrieved from
https://reportcard.education.ohio.gov/district/overview/043786. ((hhtttp
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High school dropouts face a difficult road. For example, Tamborini, Kim, and Sakamoto (2015) estimated
that college-educated workers earn 53–55% more than high school–educated workers.
What leads students to be truant or to drop out of school? It is sometimes difficult to tell. Juveniles drop out
of school for a host of reasons including family issues, financial problems, bullying, violence, or poor school
performance. Research by Roger Jarjoura (1993) examined this issue and found that youth who dropped out
of school because they did poorly or did not like school were more likely to be involved in delinquency than
those who dropped out for family or financial issues. In fact, recent research suggests that even those who
remain in school but are chronically truant have many more later life problems (e.g., unemployment, criminal
behavior, and poorer health outcomes) (Rocque, Jennings, Piquero, Ozkan, & Farrington, 2017).
Family-Based Risk Factors
The family is considered one of the most important socializing agents in a youth’s life. Families provide care,
love, structure, and social support. The family provides the necessary structure during the most critical
periods of development. For example, it has been argued that the first three years of life are the most
important in terms of emotional well-being and attachment. The bond between caregiver and child can have
implications for the child both socially and biologically. For example, research suggests that children who are
abused or neglected during this time are more likely to miss key experiences that impact brain development
(Cass & Curry, 2007). Moreover, on the extreme end, children can develop reactive attachment disorder,
which can lead to difficulty with bonding and relationships later in life (Schechter, 2009). The extreme forms
of abuse notwithstanding, the importance of caregiver-child relationships cannot be understated.
Gerald Patterson (1982) studied parenting practices for years at his Oregon Social Learning Center (see
http://www.oslc.org (http://www.oslc.org) ). He found that parents who are consistent in their approach to
delinquency are less likely to have children with behavioral problems. He maintained that parents who are
inconsistent or give in to their children’s negative reactions end up encouraging delinquent behavior. Let’s
take an example of a teenager who misbehaves and whose father punishes him by grounding him without
driving privileges. Once the weekend comes along, however, the father relents to the teen’s constant requests
to attend a social event. Once youth realize that repeated requests will work to reduce the punishment, they
will use that behavior again in the future. According to Patterson, the youth in this situation received the
message that negative behavior leads to positive outcomes. If this scenario is repeated over time, the youth
learns that defiance and manipulation is an appropriate way to react when confronted with rules or authority
figures.
The relationship between parenting and delinquency is complex. No family is perfect, and sometimes
families that provide all the necessary love and support still have a child who runs into trouble. It is a fine line
between readily implicating the family as a cause of delinquency and understanding the complexity of the
issue. In other words, when a juvenile commits a crime, particularly a heinous act like murder, everyone is
quick to blame the parents, assuming that the parents must have done something wrong to produce a child
capable of violence. However, sometimes even when parents provide a tremendous amount of love and
support, children choose a delinquent path. Take our previous example: The parent who gives in and allows
the teen to attend a social event is not likely producing a delinquent. It would take repeated exposure to
inconsistent parenting to potentially produce a manipulative style in the child. That said, there are important
risk factors for delinquency that in fact directly implicate the family. Those risk factors include family
violence and abuse, and parent criminality and
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incarceration.
Family violence and abuse is a significant problem facing
children. Family violence can include spousal abuse or
child abuse and neglect. Spousal abuse that does not
directly involve the child is as damaging as physical
abuse involving the child, given that youth who witness
violence in the home are significantly more likely to
engage in violence themselves (Cuevas, Finkelhor,
Shattuck, Turner, & Hamby, 2013). Here are some facts
regarding how violence in the home can affect
development:
iStockphoto/Thinkstock
Youth abused by family members may learn
that aggression is an appropriate and
acceptable response to feelings of anger.
Children who witness violence in the home are
significantly more likely to have trouble
concentrating in school and tend to have lower
reading abilities.
Boys who witness violence are significantly more
likely to become batterers themselves.
Studies show a significant relationship between
spousal abuse and child abuse. For example,
children in homes with spousal abuse present are
15 times more likely to be victims of abuse (Volpe,
1996).
Abused or maltreated children are at significant
risk for later delinquency.
Maltreatment can include physical, sexual, or
emotional abuse. Studies estimate that nearly half
of delinquents report childhood abuse or neglect
(Teague, Mazerolle, Legosz, & Sanderson, 2008).
These children are over 10 times more likely to be
arrested for a violent offense in their lifetimes
(White & Spatz Widom, 2003).
How does abuse and neglect work to produce delinquency? The relationship is complex and potentially
related to a host of risk factors; however, the abuse itself is important. For e…
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