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APA format, include references and in-text citations just like you did the lasst big assignment, please.1. Our text tells us that criminal behavior can be an expression of general needs and value and
APA format, include references and in-text citations just like you did the lasst big assignment, please.
1. Our text tells us that criminal behavior can be an expression of general needs and value and that criminal behavior is learned. Why do some people try to achieve those goals through crime and others do not if they have learned the same behavior?
2. Name three social controls that keep up from breaking the law beyond fear of punishment and why. What keeps you from breaking the law? Include a discussion of containment theory in your answer.
3. Explain the ramifications of Labeling Theory in relation to a youth who has been in secure detention and is now back in school. What can be done to assist the youth reintegrate?
4. What is the difference between stigmatic shaming and reintegrative shaming? Give an example of each. What are the consequences of each?
5. Explain persistence and desistance in terms of life course theory.
6. What are the policy implications of social development theory?
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**** ** from ******** the law beyond *** **** ** ********** *** *** What ***** *** **** ******** the **** ******* a discussion ** *********** ****** ** **** answer-Direct control: This **** of ******* ******* on ********** **** is ********** or imposed *** ********** *** where ********** *** ********** is rewarded **** ******* ** something outside ** you **** ******** **** behavior ******* ******* or *********** **** ** your ******* ********* *** for ***** ********* *** shouldn't have **** ** ** failing *** ******* *** ************ ****** (Wiatrowski ******** ***** Roberts 1981)-Indirect control: **** ** referring ** *** fact **** ***** ** refrained **** ******* ** *** ***** pain *** disappointment ** **** ******* ** others **** you are ******** to **** ******* are not ****** but *** don't commit **** delinquent act ******* ****** afraid ** **** they may *** if **** ***** *** *********** ******** ***** Roberts ************** control: ****** stated **** ** your ********** ** ***** ** 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conventional *** ****** ******** *** **** ****** ******* ** *** ****** and *** ****** ********* ****** ******* *** ************* ** ******** ****** in ******** ** a youth who *** **** ** secure ********* *** ** *** back in ****** **** *** be done to ****** the youth ** ******************** ****** ** ******* **** *** ****** that a ********** ****** ** *** society ** **** ** **** up **** and ***** attributes ** ***** ******* ** *** **** society ******* ***** Thus an *********** of * ***** (Negative ****** **** *** group ** ******* **** ** the *********** ** ***** *** ********* *** person (student) ** which the ***** *** been ******* ** ******* *** deliberated ** ** ******** of conventional society ******* ***** ***** & ******* 2009) * theorist ** the ******** ****** ****** ****** ********* that unexpected ******** can be ******* ***** ** is ******* ** be **** ** by ******* in *** ******* *** ****** ** ***** ****** *** ******** relationship ********* **** ********* one‘s *********** ** well ** self-concept are ********** ******* ** ************ with ****** ********* only ***** *********** on *** ****** *********** ******* ***** ***** ***** Consequently ***** *********** ********* **** *** ********** ******* **** *********** this ***** **** their self-perceptionOn *** other **** ******* ** ************ involvement ** ************ ***** ** ********* and labeling offenders youth crime ****** must ** ******** and foster ************* following ***** ******** ***** ****** 2008; Braithwaite 1989) This ** ******** ** ******** ********* career ******** ** ******** ******** ********** Once more if *** ******* ******* **** ** ********* ************ ** **** ** ************ ****** in ********* ********** ** further ******** ******** *** juvenile criminal policy **** ** ********** to mitigate **** ******** ** these ********* *** ******** *** ******* can ** ****** by * ****** student as **** ** *** ******** ** reintegrate as **** as possible4 **** is the difference ******* ********* ******* *** reintegrative shaming? **** an example of **** What are *** ************ ** ******* is ******** that ************* shaming ***** **** *** ******** *** *** ****** come to ***** with *** ******* The ****** *** ** *********** to *** *** ******** **** **** ***** personal ********** has **** **** ******* of the ******* that *** ********* ** *** ******** The ******** *** the opportunity ** show ******* and ********* ** to ********** **** effect ***** actions ****** ************ ***** ********* ******* ** **** ** * degrading *** ** ******* ****** **** **** offense *** ******** ********* **** ****** as ****** * **** ****** in *** yard ** the offender ******* ***** crime *** all to see ***** *** ******** **** ********** ************* shaming ** * more private *** ** letting both *** ******** and the victim/s ** able ** express their ******** *** thoughts ** ** * **** way ** receive ******* ********* ******* ** ****** ** * negative measure **** * ***************** outcome On *** ***** **** ************* ******* ** **** ** a positive **** ***** ** **** ****** to be effective ** *********** crime Reintegrative shaming means **** *** offense ****** **** *** ******** ** condemned and ******** *** *** ******** ** reintegrated **** ****** **** rejected ** ******************** ******* ******* *** ** * ******** ****** * ****** *** ** ****** *** ******** ***** ** ******* in ***** ** *** ** her ******* ********* ****** maintenance employee *** * police officer and ********* the ************ ** *** ** *** ******* ************ 2012) *** ******** has *** *********** ** **** ******* for his ** her actions *** ****** *** ********* **** ******** acceptable ******** ********* ******* example *** A **** of ******* **** *** be *********** ** the ***** **** ******* *** ********* *** *** ******** is ********* ******* ************ ***** **** the offender ** ********* ** his ** *** ********** *** ********* as well as ************ **** **** **** *** community ** ******* ******* *********** *** ********** ** ***** ** **** ****** theoryThe **** course perspective ************ *** *********** ** ** ********** *** *********** ** a criminal career ******* *********** *** ********** ************ ***** *********** is **** ** ******** ********* ******** behavior *** *********** ** ******** offending ************ ***** ** fact *** subdivision ** ********** ********* ** ** ************ ********** (life-course persistent ********* ** **** accountable *** *** inconsistent ******** ******* ****** ******** ***** ** is unclear whether *** **** ***** *** also responsible *** ********** ****** *** Desistance occurs **** ** individual ****** *** criminal ******** or criminal ********* *********** ***** *** *** ***** ** desistance ***** are ***** *** unaided desistance ***** ********** **** *** ** ******** to as ************* ******* ** ******** *** **** ** *** ******** justice ****** through ***** ****** ****** ********* and ***** ***** ************ 2012) Unaided desistance ****** **** an ********** ***** *** ** her ******** behavior without any assistance **** the ******** justice ****** ************ 2012)6 What are *** ****** ************ of ****** *********** **************** ** the ****** *********** *********** believe **** ** danger youth ** effectively ****** by *** ******** justice ****** ******* the ************ of positive alternatives ********** ******* ****** ***** * **** ** reach ******** ********** ** *** ****** ****** ** ***** ***** ** ***** *********** ** ****** ** is ********* **** life ****** ******** that ***** **** individual and social features modification in ***** ***** ***** and ************* cognitive antisocial ************ ****** ***** ****** **** ******* with ********** trends ** ********** ** ****** delinquent deeds *** ******** ******* ******* *** ****** of *********** *** ***** that suggests **** **** *** ******* ******* life ******* **** **** *********** *** hidden ********* ******** which follow *** alleged **** people **** ***** characters **** ****** their criminal ******** ******** ******** ***** ****** ** criminology ******** the ******* ** ***** ***** ******* **** ************ ***** to ***** *** ***** theory ** ************ ************ theory **** ********* ********** ******** ** ************ ** ******** *** ***** **** ************ of * ************* together **** ****** ******* signifying *** probability that an individual ** ****** ** ****** * crime Policy ********* ********* via *** ************* ****** *** to ** **** *** trial ** ******** ******** *** are ** ****** in ***** ********* and ****** by ***** ************* ******* considering *** *** ********** to: “The **** and Girls ***** ** ******* drug ***** ********** agendas *** Fast ***** The ******* *** ********** to discourage criminality **** ***** * factor in ********** **** ** all ******* ***************** ****** L J ****** ************ ******** ******** and typologyMidgley J ************ ************ Theory *** ******** *************** * *** ****** *********** Today: An *********** ************ ***** Edition **** *** Retrieved from *** ********** of ******* ***** Collection databaseMoffitt * * ****** Adolescence-limited *** life-course-persistent ********** ********* * ************* ********************* Review100(4) ******** ************* ** ******************* **** http://wwwinternetjournalofcriminologycom/Hearn_Theory_of_Desistance_IJC_Nov_2010pdfBraithwaite * (1989)Crime ***** *** ************* Cambridge University ************ T G ***** Wenzel * (2008) *** ******** ******* ** *************** ******* * ******** framework ** ******* *********** InJustice(pp 291-326) ******* ***** ********** LimitedAkers * L & ******* C * ****** Criminological ********* ************ Evaluation *** *********** **** ******** *** ***** ****** ********** *********** * * ****** Outsiders: ******* ** the ********* ** deviance ******* Free Press ** ******* ***** ********************* * * ****** *********** ********* ********* ** ***** *** *********** ***************** * D Griswold * B ***** ******* M * ****** ****** ******* ****** *** delinquencyAmerican ************ ****** ***************** * * (1947) ********** ** *********** **** *** ************* J B ******************
