Life course and developmental theories of criminology both purpose to explain the changes within individuals, rather than groups, in problem behaviors and later changes in offending over time (Kazemian, 2010). Although two theories have common features, their focal point of concern is different. The life course perspective focus more on social structure, while the developmental perspective concern more with psychological factors (Kazemian, 2010). Life course theory is viewed as a multidisciplinary framework for understanding individual’s lives, social change and historical contexts. The approach is used in an array of disciplines, including biology, epidemiology, developmental psychology, demography, criminology and sociology (Lecture 3). In
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In order to prevent or intervene adolescent offending, it is necessary to understand the cause of the criminal behavior. In contrast to other static criminological theories, life course and developmental theories are dynamic, which explained antisocial behaviors more relevant to within-individual variations over age than between-individual variations (Farrington, 2007). It also assumes that different factors may have different effects on the individual offender at different ages. Through Moffitt’s (1993) developmental taxonomy, I learnt that young offenders can be distinguished as two discrete groups: life-course persistent offenders and adolescence-limited offenders. The majority of juvenile delinquents can be regarded as adolescence-limited offenders, who commit crime due to the gap between biological and social environments (lecture 7). In contrast, children who become life course persistent offenders often show antisocial behaviors at an early age due to family environment (lecture 7). Through age-graded theory , I learnt that adult factors are important in juvenile offending and it is more likely to occur when social bonds to society are weakened (Sampson & Laub’s, 2005, Lecture 10). Moreover, family incarceration is one of the factors that lead to youth offending. In Australia, approximately 4% of children and 20% of Indigenous children experience a parent undergo incarceration, which increased the risk of early-onset offending (Denison et al, 2013, cited in Lecture
In order to prevent or intervene adolescent offending, it is necessary to understand the cause of the criminal behavior. In contrast to other static criminological theories, life course and developmental theories are dynamic, which explained antisocial behaviors more relevant to within-individual variations over age than between-individual variations (Farrington, 2007). It also assumes that different factors may have different effects on the individual offender at different ages. Through Moffitt’s (1993) developmental taxonomy, I learnt that young offenders can be distinguished as two discrete groups: life-course persistent offenders and adolescence-limited offenders. The majority of juvenile delinquents can be regarded as adolescence-limited offenders, who commit crime due to the gap between biological and social environments (lecture 7). In contrast, children who become life course persistent offenders often show antisocial behaviors at an early age due to family environment (lecture 7). Through age-graded theory , I learnt that adult factors are important in juvenile offending and it is more likely to occur when social bonds to society are weakened (Sampson & Laub’s, 2005, Lecture 10). Moreover, family incarceration is one of the factors that lead to youth offending. In Australia, approximately 4% of children and 20% of Indigenous children experience a parent undergo incarceration, which increased the risk of early-onset offending (Denison et al, 2013, cited in Lecture