This post will look at physical and mental reasons for delinquent behavior. The ideas presented here can be useful for teachers who also deal with youths who participate in delinquent behavior.

Biosocial

The biosocial theory of crime is in many ways a spin on the nature vs nurture debate. Supporters of biosocial theory believe that a combination of personality (nature) and environment (nurture) influence delinquent behavior. Such a premise seems reasonable as people have natural talent but they also develop skills and traits based on the environment in which they grow up as a child and beyond. Teachers are aware of this because of the classroom environment that they establish as they train children.

Concerning nurture, genetics have been studied to understand delinquent behavior. Researchers have found strong relationships between parents and children, twins, and siblings in terms of associating with delinquent behaviors. In other words, crime often runs in the family. Of course, there are many instances of people choosing to take their life in a different direction from the example that was set by relatives. Again, many teachers have seen good kids come from bad families and vice versa. Often it seems there is no way to know how a child will turn out when you meet them.

Several factors are related to biosocial theory in terms of the nurture aspects. For example, there have been biochemical arguments made that state that chemical imbalances brought on by a poor diet can contribute to delinquent behavior. These imbalances can cause hormonal issues as well and this can be critically important due to the natural hormonal changes of teenagers. However, it must be mentioned that many people suffer from biochemical imbalances and never commit crimes. Therefore, there must be something else going on to attribute delinquent behavior to.

Many of the ideas related to diet are also related to Maslow’s Hierarchy of Needs. If students are not getting enough to eat then studying is almost impossible. The need to provide for these biochemical concerns is perhaps one reason for the school meal programs that are ubiquitous today.

Other Theories

One other theory of delinquent behavior is arousal theory. This theory essentially states that some youth commit crimes for thrill-seeking reasons. In other words, they commit crimes for fun. Teenagers often are seeking new experiences as they push the boundaries of what they’re capable of. In addition, this would also help to explain why kids in stable, comfortable homes act out and make poor choices. Most young people want to have fun and the thrill of crime is one avenue for them to achieve this.

Another theory is tied to evolution. The evolutionary theory of delinquency states that impulsive men are often more successful in reproducing with multiple women due in part to their impulsive and often aggressive behavior. As such, these traits of aggression and unpredictability are passed on to the next generation and this process is repeated. Over time, this leads to a population becoming more and more willing to committ acts of violence and crime

The evolutionary theory is interesting but seems difficult to prove conclusively as there may be no known way to test this experimentally. In many ways, this is another variation of focusing on nature as the cause of delinquent behavior

Conclusion

The takeaway for teachers is that there are multiple reasons why a youth may become a delinquent. In addition, given the multitude of explanations, it appears that there is not a great deal of agreement on what motivates youth to participate in delinquent acts.

Focal concerns is a theory developed by Walter Miller in the late 1950s that tries to explain cultural deviance among criminals and delinquents. Miller’s work was focused specifically on cultural deviance among the poor. In his work, he found several cultural values of the poor that he believes contribute to violent and illegal behavior. Below is a list of the focal concerns he found

• Trouble
•  Toughness
•  Smartness
•  Excitement
•  Fate
•  Autonomy

These concerns may not only explain criminal behavior but may be useful in understanding misbehavior in the classroom as well.

Trouble

According to Miller, among the lower class, the ability to cause and deal with trouble is an important value or focal concern. Drug use, alcohol abuse, and promiscuity are all ways of making trouble. Dealing with trouble is also valued. For example, being able to handle one’s self in a physical altercation or deceive someone are ways of garnering respect.

Within the classroom, there are always students who pride themselves on causing trouble. TO frustrate the teacher and other students is a form of prestige and pride for the problem student. Therefore, what a teacher needs to do is remove the honor of causing trouble for a student who is seeking the prestige of causing trouble. For example, a teacher who does not get upset when a student’s poor behavior is denying that student the prestige of angering the teacher. In the field of behavioral psychology, this is called extinction.

TOughness

Toughness is focused on physical prowess and emotional control. In general, this focal concern is focused on males. Male members of the lower class who can attain physical strength along with some degree of stoicism garner more respect than males who cannot do this.

The same idea applies in the classroom. At least on the surface, many disruptive male students want to show how strong and un-feminine they are. A student might demonstrate their toughness by how they respond to discipline. By laughing or appearing in different the student is exerting indifference and perhaps flippancy in the face of extreme punishment.

Smartness

Smartness relates to knowing how to survive on the streets. This is more of a passive-aggressive skill in that it is defined as being able to outsmart or out-con an individual rather than face them head-on in a confrontation. For example, a delinquent might be tough but stupid, and vice versa. Smartness is a skill of deception rather than raw power.

Smartness in the classroom might be a student who is skilled at getting away with something or who knows how to do the minimum while still getting the grades they want. A student with smartness is annoying to a teacher, especially one who wants to teach the student a lesson.

Excitement

Excitement, according to Miller, is a desire for fun. Excitement is not a focal concern of just the lower class but perhaps of people in general. It seems that everybody wants to have a good time. Perhaps the difference might be in how the lower class has fun compared to other socioeconomic groups.

All kids want to have fun but the difference for the disruptive student is how much fun they want to have. Often difficult students have a higher need for fun compared to other students which is why they are causing problems in the classroom. The problems and fights with the teacher are fun for some students.

Fate

Fate is a superstitious view of the world. For example, some are lucky and some are not. There is no rhyme or reason to the world in terms of success. There is little concern for fairness in this supposed fundamental belief of criminals and the poor.

Fate is an idea that students of users when they get caught doing something inappropriate. They will blame their downfall not on the evil act they committed but on the fact that the teacher got lucky when they caught them. This is a way of excusing poor behavior as acceptable.

Autonomy

Autonomy is not independence from bad luck but rather independence from those with authority. Autonomy essentially means not having to obey anybody especially individuals outside of the local hierarchy. Therefore, resisting the police is a way to protect one’s autonomy

In the classroom, students are frequently concerned with having some sort of autonomy. When students break rules it is because he or she wants to do something instead of following rules. One strategy to deal with this is to use reverse psychology on the student and respect their autonomy. Autonomy is not bad but misguided. Giving the student choice for good and bad behavior is a way to encourage cooperation while still respecting the need for autonomy.

Conclusion

Miller’s works are considered outdated today. This is because of the push and desire for racial and gender equality and that poverty cannot be attributed to socioeconomic status. Whatever the case focal concerns provide another avenue for encouraging childhood disobedience.

In this post, we will examine the juvenile court process. This process is involved when young people commit crimes and they have to experience “the system” while legal experts try to work out what is best for those involved.

There are different ways to split up the process and explain it. However, for our purposes, we will divide the process into the following steps

• Detention
• Intake Decision
• Adujdication and diposition

Each of the above bullets are explained below.

Detention

When a youth is accused of committing a crime and is detained by police one of the first questions to answer is where to keep them. The answer to this question is the first step in the juvenile court process and is called detention.

Essentially there are two choices, the youth stays in a government facility, which is called custody, or they stay at home. Approximately 1/4 of delinquents stay in custody and the rest and sent home. The decision for detention is the equivalent of a bail decision for an adult.

The people in charge of determining the type of detention are the probation officer and or prosecutors and the decision is made at a detention hearing. If a child is detained it is the equivalent of being sent to jail. Initially, the child will probably be kept in a county-run facility and this will change when the legal process is complete.

Once in detention, there are two common types and these are secure and non-secure. A secure facility is again more akin to jail. A non-secure facility is similar to a group home. There are no locks and the youth could run away with ease if they desired. Where a child is placed depends on the severity of the crime they are accused of.

Once a child is placed in a facility state governments usually offer some sort of treatment while sorting out the legal process. Examples include behavior modification, working towards a GED, and or vocational training. Any or all of these may be available in addition to other forms of treatment not mentioned.

Intake decision

Once the detention decision is made the next step in the process is called the intake decision. At this stage, the probation officer and or prosecutors decide if they will file a petition, which is the equivalent of pressing charges. Whether a petition is filed or not depends on the amount of evidence and consideration of what is best for all parties involved.

If a crime is serious enough it can be transferred or waived to adult court. The criteria for sending a youth to adult court varies from state to state but most if not all states have a process for doing this. Normally, only serious crimes are moved to adult court such as murder.

A child may not face a petition if the probation officer and or prosecutors choose a different route to complete the legal process. Another way to complete this process is called an informal adjustment. An informal adjustment is dealing with the accusations against the youth without a petition. For example, if a kid is caught making graffiti an informal adjustment may be that the child agrees to pay for the damages and repaint the wall.

Adjudication & Disposition

Once the court proceedings are complete the petition is found to be true or not true, which is the equivalent of guilty or not guilty. When the petition is found to be true another term for this is adjudicated.

Once adjudicated the youth then faces a disposition, which is the equivalent of sentencing. At this step of the process, the youth receives their “punishment.” The child could be committed to a state-run facility which is essentially prison, they could be placed on probation or a host of other options.

An interesting note, Plea bargains are also common among juveniles accused of crimes but jury trials are not. The reason for this is philosophical as many believe that juvenile court should be different from adult court due to the accused individual’s age.

Conclusion

The juvenile court process is unique. Hopefully, a young person never has to be involved in this system. However, for those who do make mistakes, this system is in place to try and help those involved.

Students and delinquents have many things in common. One thing they have in common is making poor decisions. This post will examine some theories of how youth and delinquents make choices. In particular, we will look at two theories found in the field of criminology and apply them to the classroom these theories are

• Routine activities
• Rational choice

Routine Activities

A theory on explaining poor decision-making is explained from the routine activities perspective. This theory states that it is normal behavior that contrivutes to criminal behavior for delinquents and perhaps bad behavior in the classroom.

According to this theory, several criteria help to predict a youth’s actions and they are.

• The quality of the target- An easier target is more inviting than a difficult one
• Level of motivation-If a youth is looking for trouble they can generally find it
• Lack of supervision-If there are no authority figures nearby making a poor choice is easier.

In the classroom, these dynamics interact frequently. Disruptive students will look for other students who are easy to sway to join them and or are easy to pick on which is an example of quality. In terms of motivation, most teachers would agree a child can find a way to get into trouble if this is what they desire. Lastly, supervision is one of the main components of difficult behavior in the classroom. Some kids are impulsive and the level of supervision makes no difference. However, many kids will wait for when they believe they can get away with what they want to do.

The natural extension of routine activities perspective in terms of preventing poor behavior is to neutralize the three criteria listed above. For example, if a disruptive student cannot find quality targets it may help to eliminate poor behavior. One way teachers do this is by moving a difficult student to another part of the classroom or outside the class. When targets are gone behavior should hopefully be appropriate.

Motivation is the second criterion and this can be neutralized through appropriate disci[pline. For example, a behavioral approach would provide the appropriate reinforcement and punishment that will modify the behavior and or the motivation. When there is no longer a desire to act inappropriately because the stimulus is negative the poor actions of the youth may cease.

The last criterion was supervision. It is difficult to always have eyes on students. However, it is often more beneficial for students to think that the teacher is watching them at all times. The technical term for this is withitness which is an awareness of what is happening in the classroom at all times. Developing this ability takes experience but a teacher can never get into the “zone” when teaching because the students will notice the absentmindedness and move to make poor choices.

Rational Choice Theory

Rational choice theory is another view on decision-making. In this theory, delinquents decide to commit crimes based on opportunity and reward vs cost. These two criteria sound similar to the routine activities approach. However, rational choice theory takes into account that delinquents do not always plan their behavior carefully and that sometimes they are spontaneous in what they do. In other words, to assume completely random behavior and totally well-thought-out behavior from youth is unreasonable. Rather youths actions are somewhere between the two extremes of impulsiveness and calculation

In the classroom, this has played out before. Disruptive students look for opportunities and may consider the risk-reward factor. However, just as rational choice states students will not consider all the consequences of their actions.

Conclusion

What these two theories have in common is opportunity. Movement is one way opportunity arises. For example, if the teacher moves to the other side of the room it will provide an opportunity for a student to cause problems. The same if a victim walks into the wrong part of town. As people move around it provides and removes opportunities for criminal behavior or poor behavior in the classroom.

Off course, no single theory or several theories can explain everything about a phenomenon. The same idea applies in this context of trying to understand why youth and delinquents make poor choices.

This post will look at a theory on development that is not often covered in teacher preparation courses. The theory we will look at is called Interpersonal Maturity levels and was developed in 1957 by Sullivan, Grant, and Grant in 1957. This continuum of maturity was developed primarily to explain delinquency. We will look at this theory within the context of delinquency and extend its use to the classroom.

Defining Interpersonal MAturity LEvels

1. Level 1-A persons can discriminate between themselves and someone else
2. Level 2-A person separates between persons and objects
3. Level 3-Begin to learn rules and move within an environment
4. Level 4-Begin to see things from another person’s perspective
5. Level 5-Begins to notice patterns in behavior and roles in a society
6. Level 6-Learn the difference between who they are and the function(s) they play
7. Level 7-Learns and implements various methods for dealing with the world

Levels 1-3 are often related to babies and small children and don’t apply to delinquents. Delinquents are often found to be somewhere between levels 2 through 4. Level 4 is especially telling because it indicates a lack of empathy for others. Another important point is that youths who commit crimes are unsurprisingly not fully developed regarding their understanding of interpersonal relationships. They do not see how their actions are detrimental to other people.

The Classroom

Teachers may encounter these various levels of interpersonal maturity as well. Students who only care about themselves and their own pleasure are probably at lower levels of interpersonal maturity. Students struggling with their various societal roles and overcoming these challenges are probably at a higher level. Teachers need to be able to support students at different levels of interpersonal maturity to the benefit of the student and other students in the classroom.

Lower-level students will need to develop an awareness of the perspective of others. This could be achieved by asking them questions about how others perceive their actions. In addition, asking them reflective questions about their impulsive actions could help them become more mindful of the people around them.

Students who are more mature in terms of interpersonal relations need more help finding practical answer’s to life’s problems. Perhaps for them, modeling could be a good tool. Given that teachers are usually older and have more experience than their students, the teacher can offer life advice and share with the students how they faced similar life challenges at their age.

Conclusion

No theory explains everything about a phenomenon. INterpersonal maturity plays a role in delinquent behavior. The ideas presented here help people to understand why young people choose to disobey. Since teachers deal with delinquent young people, it is possible that this theory’s ideas can help them understand we kids disobey in the classroom.

Studies of the demographics of convicted criminals have led to several insights into traits that put a person at a higher risk of committing crimes. IN this post, we will look at various demographic traits that put a young person at risk of committing crimes.

Age

Young adults ages 18-21 are leaders statistically in acts of murder, rape, robbery, and aggravated assault. Since people have a tendency to commit crimes against peers, teenagers and Young adults are victims of crimes at a disproportionate rate. People ages 12-24 make up 22% of the population yet commit 35% of the murders and 49% of all victims of serious violent crimes. In other words, not only are young people generally more dangerous, but they are also at a higher risk of suffering from a violent crime.

There has been speculation as to why young people are more prone to criminal behavior. Among some of the ideas are the lack of experience and the inability to weigh the consequences of poor choices. In addition, young people often have the freedom of adulthood without the corresponding responsibilities such as career and family. Lastly, given their inexperience, young adults are still determining their own limits and the limits of the society in which they live.

Gender

When it comes to crime, men are the primary perpetrators. For example, 74% of all arrests were men in 2019. The only crime in which women outperform men in terms of arrest is prostitution, in which 67% of the arrest are women while 33% are men. The only category in which there is any balance in terms of arrest are several white-collar crimes such as fraud (60% men vs. 40% female) and embezzlement (51% male vs. 49% female).

The reason for this difference is not clear. Traditionally, men have been more physically aggressive and less risk-averse than women. In addition, there are known hormonal differences between men and women as well when examining things such as testosterone and estrogen. For students, this implies that a young person is likelier to be without a father than a mother. This can have consequences regarding behavior and a general need for attention.

Economic

An individual’s economic situation is yet another factor in criminal behavior. About 76% of men and 85% of women in prison made less than $38000 per year before being sent to prison. Anything below $32000 is considered poor. Keep in mind that it is difficult to track the income of criminals and that the cutoff is being pulled to the right by the occasional drug kingpin and white-collar crook.

The poor are also victims of crime at a higher rate, with about 63% of violent crimes being perpetrated against poor and low-income people. A tanking economy and job loss can sometimes motivate undesirable behavior that could also have legal ramifications for people. This is important because adult criminals often have children who go through the school system without parental support.

Race

Race is another controversial factor in terms of criminal behavior. Among juveniles, blacks comprise 34% of all arrests. Half of all violent crimes are committed by blacks, even though blacks make up about 12% of the population.

Many contests such numbers and blame such behavior as racial profiling by the police. However, explaining any behavior or number with one factor is never simple or easy. AS such, it is not completely clear why there is such a disparity in criminal behavior based on race. Relating this to students may imply that students of color may need more assistance from teachers as they are more likely to have committed or know somebody who has committed a crime.

Education

High school dropouts are ten times more likely to go to prison when compared to college grads. Furthermore, states with higher levels of educational attainment have corresponding lower levels of crime. Generally, more education implies better jobs for people.

For students, opening their eyes to the benefits of education can keep them off the streets. In addition, some young people may be at a higher risk if they come from a home that does not value education.

Religion

Lastly, religion plays a role in preventing crime. Adolescents who attend a religious service weekly have lower rates of shoplifting, assault, and theft when compared to students who never attend a religious service. With religious activity comes a decrease in criminal activity.

One theory behind this is the hellfire hypothesis which implies that people avoid various criminal activities for fear of angering whatever higher power they follow. IT should also be noted that many religions discourage criminal behavior while encouraging respect for local authorities.

Conclusion

The traits shared here are not self-fulfilling prophecies. Young people do not have to commit crimes, nor do men or people who did not attend college. On the other hand, being older, female, or religious does not mean that a person is not capable of breaking the law. Trends found in data are different from individual choice.

Property crimes are a common form of delinquency among young people. Theft, in general, leads to over 80,000 arrests each year. Theft can cover many crimes such as car stealing or taking items from another person’s home. In this post, we will examine some common ways young people are involved in property crimes.

Shoplifting

Shoplifting is a common crime among youth but not as common as one would think. Approximately 25% of all shoplifters are juveniles, meaning most shoplifters are not children. However, about 47% of high school students have admitted to shoplifting something within the past year. This implies that juveniles are not caught at the same rate at which they steal and that juveniles are better at getting away with shoplifting than adults. Shoplifters are rarely caught, with only 5-10% being apprehended.

When people, including juveniles, are caught shoplifting, they often share such excuses as “it was an accident” or “the item is actually mine.” Of course, this doesn’t work, and now the youth is facing some consequences. Usually, the punishment is not that serious. In some states, small-time shoplifting is not enforced. In other states, the penalty can be a fine and or time spent in jail.

Auto Theft

Stealing cars is another common property theft crime for youths. In 2019, about 13,000 juveniles were arrested for auto theft. Juvenile often steals cars for rather superficial reasons. For example, it is common for young people to steal cars for the adrenaline rush of committing a crime. Another common reason is just for a joy ride. In other words, young people often steal cars for fun.

This is not to say that there is never a financial motivation for stealing cars. Adults often steal cars for momentary gain through selling the car and or the parts that make up the car. For whatever reason, the penalties for auto theft can range from up to two years in prison and or up to $10,000 in fines.

Vandalism

In 2019, 31,000 juveniles committed vandalism. Unlike the other examples of property crimes mentioned earlier, there appears to be no financial motivation for committing vandalism. Youths often vandalize property to express themselves, boredom, as a form of expression, and to join a gang or peer pressure.

Vandalism can lead to fines and or up to one year in jail. Vandalism can be classified as a felony if the act is serious enough.

General causes of property crime

The root causes of property crime are often the same as the root cause of most problems. Family issues are one of the main factors for crime. Youths from broken homes are missing the care and attention they need to make wise choices.

Another common cause of property crime is drug use. For example, a young person may turn to theft to fund a drug habit. In either case, there are motivating factors for the poor decision-making of many youth offenders.

Conclusion

Property crimes are one of many crimes that plague society today. People have their motivation for doing this even if committing propriety crimes is not the best decision. The unfortunate consequences can and do, at times, complicate a person’s life going forward.

It is not a secret that sometimes youths make poor decisions, leading to them committing acts of violence. According to the CDC, acts of violence committed by youth cost over $100 billion annually. One example of violence committed by youth is simple assault which makes up over 40% of crimes committed by juveniles. Other crimes committed by young people include larceny, aggravated assault, vandalism, robbery, motor vehicle theft, and homicide. Given the nature of these crimes, we will look at some of the causes of youth violence.

Drugs

A major factor in youth violence is drugs. Approximately 80% of minors in the juvenile justice system in the US committed their crime while under the influence of drugs or admitted to having a drug problem. In addition, between 1.9 and 2.4 million minors in the juvenile justice system have a drug problem.

Experts call this relationship between drugs and crime a psychopharmacological relationship because drug use was a factor in criminal behavior. Other crimes associated with drugs include:

• The manufacturing of drugs.
• Theft of drugs.
• Scams.
• Disputes over drugs.
• The use of illegal drugs.

Among the legal charges, a youth can face from drugs includes drug possession, drug trafficking, and drug manufacturing. If they remain on a young person’s record, any of these charges can have long-term implications for education and job opportunities in the future. This all assumes that a juvenile does not lose their life from an overdose or experience related to drug behavior.

Family problems

Problems within the family can also lead to youth violence. Today, many homes no longer fit a traditional pattern of married biological parents supporting children. In addition, sexual abuse to about 1 in 6 boys and 1 in 4 girls in the USA. Furthermore, 90% of the victims experience this trauma at the hand of someone they knew.

The signs of sexual abuse are difficult to tell among teenagers as they vary wildly at this age. However, some things to look for are changes in behavior and emotions. The trauma they have experienced in their personal life could lead to poor choices in behavior outside of the home.

Single-parent homes can also lead to poor choices. For example, one study found that a 10 percent rise in the number of youths living in a single-parent home leads to a 17 percent jump in crime caused by juveniles. In general, as the family breakdown, there is an increase in the crimes committed by young people.

Mental Health

Mental health is another factor in criminal behavior among young people. About 65% of juveniles arrested for a crime have a mental health issue. About 1 in 7 of all young people, in general, have a mental health issue. Given the impulsive nature of teenagers, it should be no surprise how mental health issues can make things even worst.

Of course, the concepts influence each other. Drug abuse can lead to mental health issues, and mental health issues can lead to drug use. Crime can lead to drug use and or mental health issues and vice versa. Sexual abuse can lead to drug use and or health issues. These ideas are interconnected, but you have to decide what you are looking for when developing a model.

Conclusion

Young people face many challenges today. From broken homes to threats to their physical being to challenges with mental health, young people have to be vigilant. If a youth goes down the path of violence, it is always important to see what factors lead to such a faithful decision.

Young people sometimes make mistakes and violate the laws of a country. Natural, this leads to consequences that vary based on the transgression. This post will look at various categories and types of laws.

Categories of Criminal Behavior

There are two broad categories where we can place crimes that young people commit. These categories are

• Mala in see
• Malum in prohibitum

Mala in se is Latin for “wrong by itself,” and these are crimes that people instinctively know are wrong. Examples are robbery, murder, and other acts viewed as heinous. However, people’s views on morality vary widely. Therefore, one basis for what is considered “instinctively wrong” is English and US Common Law.

Common law was developed through decisions made in the court system over hundreds of years. The opinions of judges became precedent for future decisions. Through this process, an idea of what and wrong has been developed, which is used now to determine when crimes fall in the category of mala in se.

The second category of crimes is malum in prohibitum, which translates from the Latin as “wrong when prohibited.” These crimes are not necessarily morally evil but are actions that need to be regulated. Examples of laws that fall within malum in prohibitum include laws related to various licenses people may need (driving, fishing, hunting, etc.), gambling, alcohol, and drug use. Again, many may disagree if these crimes are less harmful, but this is the example given.

Students have and will commit both categories of crime in the examples above. Students will willfully commit crimes obviously while also breaking laws that regulate less offensive behavior.

Types of Laws

After categories, laws are sometimes classified by type. Civil laws include property laws, contract laws, tort laws, and more. Civil laws often involve private parties, do not include the loss of freedom for the defendant, involve the defendant paying money if they lose in many situations, and do not have the same constitutional protections found in criminal cases.

On the other hand, criminal cases usually involve the government bringing formal charges against someone. There is a risk of the defendant losing their from if they lose, and the defendant has certain constitutional rights protecting them. Criminal law also requires actions and behaviors. In other words, the accused must be accused of doing something and not just thinking about it. For example, suppose a person sneezes while driving and someone is hurt in the accident. In that case, there is a chance that the sneezer will not be guilty of a crime because it is impossible to control when you sneeze.

Quality of Mind

The state of mind is also another significant factor in determining an individual’s guilt. There are four ways a person can commit a crime: intentionally, knowingly, recklessly, and negligently. AN intentional act means somebody committed a crime on purpose. Knowingly is obvious and states that a person was aware that what they were doing was a crime, such as breaking into a house and making jewelry.

Recklessness involves a person acting in such a way that is an obvious danger and a disregard for acceptable standards. For example, many people define driving 100 mph in a school zone as reckless. Lastly, negligence is when someone ignores an obvious danger when performing a certain activity, such as driving 100 mph and then hitting and killing someone.

Young people can be found in any state of mind mentioned above. Youths can be international, or they can be reckless or negligent, etc. We all make mistakes, but the stakes are much higher at the criminal level.

Conclusion

Young people will continue to make decisions that strongly impact their lives. Committing crimes is one thing that can have a lasting impact. Youths and teachers need to work together for the young people to develop decision-making skills that will allow them to avoid criminal acts.

People have tried to explain population growth and decline for centuries. A major topic of controversy today is how to deal with an ever-increasing population. This post will look at several theories that try to address population growth.

Malthusian Theory

Thomas Malthus is famous for claiming that the Earth would lose its ability to sustain an ever-growing population. In his theory, Malthus claims three factors would limit the growth of humans on Earth. These three factors are war, famine, and disease. Malthus defined these three factors as “positive checks” because they increase mortality.

Malthus also defined “preventive checks” or factors that reduced fertility. These factors were birth control and celibacy. As resources were depleted, Malthus theorized that they would begin to fight wars, generally leading to famine and disease. As the fighting over resources continued, people would limit the children they have or even forgo marriage and having children together.

Malthus’s predictions turned out to be incorrect. There have been technological improvements that he could never have foreseen. These improvements in technology have not only increased food production but have also included treatments for diseases that used to kill.

However, Malthus was correct about preventive checks. In the western world and some parts of Asia (Japan, China, Singapore, and Thailand). Fertility rates have plummeted as people focus on careers and other things rather than raising a family. The general trend of the world is an increase in people, but this may change with time.

Zero Population Growth

A variation on Malthus theory was developed by Paul Ehrlich. Ehrlich states that the environment and not food supply is the factor that determines the planet’s population. As more and more people abuse the environment, it endangers the human population.

Ehrlich’s solution to this problem is zero population growth which, as its name implies, that the number of births equals the number of deaths. No practical way has been found to do this, but this demographic theory is often associated with conspiracy theories of how the elite wants to limit population growth.

Cornucopian Theory

The opposite of Malthus and Ehrlich’s position would be cornucopian theory. This theory posits that human ingenuity can resolve whatever problems humans face. It is possible to cite human ingenuity examples that develop after a crisis, such as vaccinations. However, often by the time the breakthrough is implemented, the catastrophe has already done significant damage has already been done.

Not even the Black Death of the medieval period completely wiped out humanity. The cornucopian theory is always correct until something happens on Earth that wipes out human existence.

Demographic Transition Theory

Demographic transition theory takes a modeling approach to demographic change. Population growth follows four predictable stages in this theory, as explained below.

Stage 1: Births, deaths, and infant mortality are high with low life expectancy.

Stage 2: Birth rates are high while infant mortality and death drops with an increase in life expectancy

Stage 3: Birthrates decline for the first time while death rates continue their decline, life expectancy continues to increase

Stage 4: Birth and death rates keep falling, life expectancy peaks, the population stabilizes, and may start to decline.

These stages are often associated with industrialization. Many countries enter stage 2 when they begin to industrialize. A fully developed country is often found in stage 3, while a post-industrial country could be found in stage 4.

Conclusion

The question that perhaps everyone is wondering is perhaps how much more can the population grow on this planet? It may be impossible to know for sure. Every time it appears the Earth has reached its limit, new resources are discovered, and there is a boost in technology that makes it easier to continue life with whatever resources are available. A question such as this is one that experts will wrestle with for a long time.

In this post, we will look at different types of government.

Anarchy

Anarchy is defined as an absence of government. In practice, anarchies are for the short-term because eventually, from the chaos of a lack of government comes some sort of structure, whether it’s a dictator or king or some other form of government. There is always some ambitious, strong man looking to fill a power vacuum in a place of chaos.

Often after revolutions, there is a state of anarchy. The French Revolution was one example of chaos being the order until Robespierre came to power. The Russian Revolution of the early 20th century is yet another example. In both examples, there was a short period of chaos followed by a strong totalitarian reaction.

Monarchy

Monarchy is a government in which one person is in charge until they die or give up power. Often, the role of a monarch is hereditary but necessarily always. There is also a common claim of divine or supernatural approval. This was often the case in Europe, where monarchs frequently courted papal approval of their rule.

There are generally two types of monarchs. Absolute monarchs have complete power to do as they see fit. This still of government is rare because people generally do not appreciate being under the whim of anybody to such a degree. Many kings from medieval Europe were absolute monarchs.

The challenge of being an absolute monarch is not when things are going well. When there is peace and everybody is happy, the monarch gets all the credit because they are absolutely in charge. However, when things fall apart, the monarch also gets all the blame because they are absolutely in charge.

In addition, people, whether a monarch or not, can be capricious and unpredictable. If the monarch shows inconsistencies or weaknesses, people may try to remove them to protect themselves and their gains within the country. For example, Henry VI of England was removed several times because of the weakness of his character and mental instability. In other words, having this level of power is not as great as it seems.

Another form of monarchy is a constitutional monarchy. In this form of government, the monarch’s power is limited by the constitution. You would think that having a constitution limiting a monarch’s power would irritate them, and it has in some instances. However, the benefit of a constitution is that giving up some power can help a monarch stay in the position of privilege that they have because everything that goes wrong is not completely their fault. Many monarchies today are constitutional monarchies such as Great Britain, and often these monarchs are above politics, which makes it difficult to complain about them as they stay out of governmental decision-making for the most part.

However, even giving up power can lead to a monarchy being removed. Louis XVI of France and Czar Nicholas II of Russia both made reforms before being overthrown. On the other hand, the British monarchy has been stable for decades. therefore, there is no single strategy that can protect a government

Oligarchy

Oligarch is government by a small elite. OFten these elites are rather sneaky and work behind the scenes. One reason for this is they do not want to be held responsible if something goes wrong. AS such, it is hard to tell when a country’s government is an oligarchy.

Members of an oligarchy tend to excel at one aspect of society or another. For example, they may be wealthy businessmen, military strongmen, or clergy members. Due to its mysterious nature, it is difficult for others to rise to membership in this exclusive and secretive club.

Dictatorship

Dictatorship is power held by a single person. A dictator is different from a monarch because their power is not hereditary, and dictators often arise from a revolution to overthrow another government, so they avoid the word king even if they have the same powers. In other words, they are a king, but that word is not socially acceptable.

Dictators are normally charismatic leaders who rise to power on the back of the people. Once in place, they are looking to find ways to stay in power and are often worst than the people they overthrew. Pol pot of Cambodia killed millions of his own people, Hitler of Germany killed millions of Jews, Idi Amin ran his country into the ground. Each of these totalitarian dictators sought to control as much of the lives of the people under them as they could.

Democracy

The most popular form of government is democracy. Democracy involves giving all citizens an equal voice in the government. These citizens then elect leaders to represent their interest in the government. In practice, this sounds great, but sometimes it can be frustrating.

People looking for a positi0n of power know that perception is more important than truth. As a result, it is common for politicians in democracies to try and find ways to manipulate their constituencies. Outlandish claims are made in the media; overt and covert lying occurs. All this is done in the name of democracy.

However, this only happens because the citizens often neglect to educate themselves about what is going on. Therefore, people cast votes for controversial topics they have not thoroughly investigated. The point here is not to criticize any position but to wonder if people have really thought about the position they support instead of the one they do not support.

Conclusion

Every form of government has its strengths and weaknesses. Therefore, there is no real benefit in raising one form over another. This is because governments are built upon people. If the people or not good, it doesn’t matter how good the government is.

This post will look at society and terms related to it as defined from two schools of thought in society. This viewpoints are functionalism and conflict theory.

Functionalist

There are several terms used in the functionalist school for describing societies. For example, collective conscience is the beliefs that constitute a society. An example from the United States would be an emphasis on individualism and capitalism. These beliefs are a part of most Americans’ lives and serve as a common worldview for people from this country.

Social integration is the strength of the ties within a society or a social group. Some societies have stronger ties than others. Many factors can affect social integration, such as the size, similarities of the members, etc. For example, social integration is generally a problem in the US as there is a lot of infighting and discord that is not found in other societies.

There is also a concept called solidarity. Solidarity is a continuum with mechanical solidarity on one side and organic solidarity on the other. Mechanical solidarity has such characteristics as a strong collective conscience, high social integration, and a dedication to doing things the way they are for traditional reasons. This form of solidarity is common in pre-industrial societies where there is a low division of labor.

Organic solidarity is the opposite of mechanical. This means there is a low collective conscience and low social integration. This form of solidarity is common in industrial societies with a high degree of specialized labor. At extreme levels, organic solidarity can be a place for anomie or lawlessness. Anomie involves the rejection of societal norms, which leads to a loss of identity for members of that society.

Norms are often developed and encouraged through habitulization and institutionalization. Habitulization is learning norms through habit development through friends and family. Instititunilization is learning norms through the workplace or school. These norm-forming places are often attacked in societies that have organic solidarity.

Conflict Theory

Conflict theory views society as a place of alienation. Different people define Marx’s alineation in different ways. Some have called it a separation from what one does. Others have said that alineation is a lack of individual development. Karl Marx’s in his Communist Manifesto indicates that alienation can happen in several different ways.

One way alienation happens is through alienation from the product of one’s labor. A second is through the process of one’s labor. THird is from others, and the fourth is from self. All of these various forms of alienation happen in a factory setting for the most part and are found in an industrial society. In other words, alienation is similar to the traits found in an organic solidarity context.

To stop alienation, Marx essentially encourages revolution to overturn the bourgeoisie and their money so that the means of production belong to the people. People who did not agree with this position were accused of having a false consciousness or beliefs, not in their best interest. IN other words, proponents of Conflict theory imply that they know what is best for people.

Conclusion

Different experts choose to look at society using different viewpoints. Functionalist and conflict theorists have different opinions over the structure of societies. Agreeing is not the point but rather understanding how there is more than one way to see anything.