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Crime Deterrence Theory
Crime Deterrence Theory
Crime theories on crime prevention
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Thesis Even though there are criminals who will weigh the risks of breaking the law and calculate the overall personal gain verse the consequences; the deterrence theory is believed to assist in cutting down on crime. Criminologists contend the certainty of fear of being caught committing a criminal act is enough to discourage violation of the law. Introduction This paper will discuss a peer reviewed article written based on observation and experience of two authors, concerning exactly how effective the deterrence theory is. Furthermore, the observation and evaluation by the authors, and why the study was conducted will be touched upon. In conclusion, how the authors were able to apply the deterrence theory to their empirical research while attempting to explain their personal observations will be analyzed. The Deterrence Theory and how Authors Depict Same Simply put, the deterrence theory is a belief that if the criminal justice system swiftly and undoubtedly …show more content…
Therefore the deterrence theory has no real value in keeping a child from breaking the law. Interestingly enough, what is more likely to keep youth from committing crimes is a positive self-esteem. When dealing with non-adults, deterrence of being caught along with certainty and swiftness of punishment is not a major contributing factor. “Recently, there has been renewed interest in the contribution of labeling theory to the study of delinquency. The basic assumption of the theory is that perceived negative societal reactions lead to the development of negative self-conceptions and greater delinquent involvement” (Adams, 2003, p. 171). Therefore, the study and testing by the authors of the attached peer reviewed article only strengthens the debate as to what actions the criminal justice system should take to prevent crimes from being
Houser, K. (2014). Nature of Crime, Deterrence Theory. Lecture conducted from Temple University, Ambler, Pa.
In the May 1993 issue of the Journal of Research in Crime and Delinquency, the introduction of the reconceptualized deterrence theory was presented, explaining that general and specific deterrence are both functions of crime. Mark C. Stafford, an Associate Professor of Sociology and Associate Rural Sociologist at Washington State University, and Mark Warr, an Associate Professor of Sociology at the University of Texas in Austin, introduced this theory. They argued that there is no reason to have multiple theories for general and specific deterrence. Rather, a single theory is possible that centers on indirect experience with legal punishment and punishment avoidance and direct experience with legal punishment and avoidance.1 General deterrence includes the knowledge of criminal acts performed by others and the consequences or absence of consequences from the activity. Specific deterrence relies upon personal experience of punishment and the avoidance of punishment for a criminal activity previously committed. Both Stafford and Warr theorized that people are exposed to both types of deterrents, with some people exposed to more of one type than the other. In addition both general and specific deterrence effects may coincide with each other and act as reinforcement.
Royster, M. (2012). The success and of scared straight: A reassessment of juvenile delinquency deterrent methods and their measurements. International Journal Of Interdisciplinary Social Sciences, 6(8), 145-151.
Within the United State Supreme Court many tools are utilized to determine the final outcomes of cases. One of these tools is known as the “reasonable man/police officer” test. When it comes to keeping individuals out of the criminal justice system, the theory of deterrence is practiced. In this paper I will be discussing the importance of the “reasonable man/police officer” test and why it is used in the U.S. Supreme Court. I will also be discussing the importance of deterrence in our criminal justice system. Each of these two topics include different aspects that have to be recognized first in order to understand the overall concept. I will explain each topic, give an answer on why I agree and disagree and also provide supportive evidence for each of my points of view.
She makes two points of difference between the views of deterrence and the moral education theory. First, in the moral view of education, the state is concerned to educate its citizens morally so they will not choose the wrong behavior (Hampton, 276). Secondly, the criminal is not to be used for social engineering (Hampton, 276). The second point is important. Deterrence justification of punishment is often used as a warning or an example to others to not do this action. Eventually, that would be a side effect of any public form of punishment which the moral view of education does not rule out. However, deterrence’s means to the end is a social purpose, using the criminal as the
While the study of criminal justice and the formation of criminal justice theories are largely molded by several other disciplines such as psychology and sociology (Wellford, 2007), the study of criminal justice has grown and it is time for it to stand alone as its own scientific discipline. Crime theories are developed through studying individuals and assessing as well as their environment and other social aspects. These theories are then used to help form policies in order to deter the individual or group from committing further crimes. Criminal justice theories are not only used for crime but there are also theories which aid criminal justice personnel in the application of the practices that they use. The criminal justice policies are implemented
Deterrence – is connected to punishment where it is a way to let a person who has committed a crime know and to let the rest of society or those looking to commit a crime know it will not be tolerated or accepted and there is the possibility of some form of punishment. (Stojkovic and Lovell 2013) If a person or society sees what can happen if they commit a crime by seeing what happens to others then they are more likely to obey the laws and live an honest lifestyle.
While this may help adults desist from crime, it may not be as effective in helping juveniles. Most delinquency occurs during young adulthood and then the individual ages out of crime. When looking at juvenile desistance other explanations exist as to why some juveniles continue a life of crime and others desist. One idea places responsibility on the ability to make conscious decisions. A study, by Haigh, of desistance among juveniles and their transitional period to a law abiding life suggest that most juvenile offenders simply make the decision to stop committing crime. Haigh conducted the study using one on one interviews in order to capture the former offender’s interpretation as to why they stopped committing crime. Through the interviews she found that most juveniles held this preconceived idea that they had to commit crime based on where they lived. Crime was a part of a regular daily routine for many. Participants state things such as, “you have to do crime, if you don’t you get stomped on” or “we didn’t think it as dangerous, we got off on the buzz of doing it” (Haigh, 2009). Some did not have reasons as to why they made the decision to stop committing crime. Others stated that they wanted to stop committing crime because of new found relationships, making their parents happy, or from fear of being sent to jail. For this set of juveniles in the study it can be said that as they
There is an ongoing debate on the effectiveness of the deterrence doctrine. The deterrence doctrine is dated back to its origins in the 18th century, known to be the Age of Enlightenment. During the 1700s to 1800s, the Classical School of Criminology became the focal point as it commenced to force attention on the “cruel” justice system. The two most influential scholars who have elaborated along the idea of deterrence are Cesare Beccaria and Jeremy Bentham. Beccaria, known as the father of classical criminology, believed that people are “being motivated by the pursuit of pleasure and trying to avoid being in pain” (Owen et al., 2012, p. 132). The classical criminology is primarily founded on the notion of liberal volition. That is to say that
The main aim of this essay is to describe two general theories of offending and then consider the extent to which they explain youth offending. This essay will firstly outline the context of the labelling theory then go on to discuss the way in which a label becomes a person’s master status in life. The essay will then compare the differences with primary and secondary deviance and define the term self fulfilling prophecy. The second stage of the essay will describe the learning theory, explaining the background including all the terms, classical conditioning, operant conditioning and social learning theory. Furthermore, it will then go on to explore the research and describe the extent to which both theories explain youth offending. Finally, the essay will compare and contrast the two theories and evaluate any of the assets or implications.
Deterrence theory of crime is a method in which punishment is used to dissuade people from committing crimes. There are two types of deterrence: general and specific. General deterrence is punishment to an individual to stop the society as a whole from committing crimes. In other word, it is using the punishment as an example to “scare” society from precipitating in criminal acts. Under general deterrence, publicity is a major part of deterrence. Crime and their punishments being showing in the media or being told person to person can be used to deter crime. Specific deterrence is punishment to the individual to stop that individual from committing other crimes in the future. This type of deterrence is used to teach the individual a lesson whatever action that participated in. Specific deterrence is founded on a principle called hedonistic calculus meaning, “an assumption that human nature leads people to pursue pleasure and avoid pain” (Brown, Esbensen, & Geis, 2010, p 155).
There are several aspects within deterrence that are important to understand when discussing the theories of deterrence and labeling. According to the deterrence theory, there are two different classifications of deterrence—specific and general. First, specific deterrence is defined as apprehending an offender and punishing him or her which will refrain them from repeating crimes if they are caught and punished by the criminal justice system (Akers and Sellers, 16). Secondly, general deterrence is defined as the states way of punishing society for a crime that they have not committed, while using a certain group of people who have committed that crime. By doing so, those who are in charge of punishment, inflict fear on members
Deterrence suggests that people are “deterred” from a crime by the threat of punishment. In other words, people won’t commit a crime if the ramifications that were to follow are so severe. Deterrence comes in two flavors, specific and general. Specific deterrence refers to the “threat of punishment” being directly aimed towards a particular individual who has already committed the crime through actually experiencing the punishment first hand. An example of this may be, being convicted of a crime and as a result being sentenced to so many years in jail or prison. However, in order for it to be successful, the “previously ...
Deterrence is a theory of International relations based in Realism. Essentially, it tries to explain the situation of when two or more states threaten retaliation if attacked, in order to deter the attack. It is therefore possible to very simply state deterrence as "You hit me, I hit you." For this essay, two main questions have to be addressed, ‘Has it worked?’ and ‘Does it make sense?’ To answer these questions, I will firstly define what deterrence is, I will then examine some of the main arguments for and against it, in theory and in reality; finally, I will show some of the consequences of states following such a policy. Deterrence, as already stated, can concern itself with any form of threatened counter-attack, however, for this essay, I shall be concentrating on Nuclear deterrence, using examples from the cold war, therefore, when the word ‘deterrence’ is used, it should be taken as ‘nuclear deterrence’. Hedley Bull describes deterrence as follows: "To say that country A deters country B from doing something is to imply the following: (i) That Country A conveys to Country B a threat to inflict punishment or deprivation of values if it embarks on a certain course of action; (ii) That Country B might otherwise embark on that course of action; (iii) That Country B believes that Country A has the capacity and the will to carry out the threat, and decides for this reason that the course of action is not worthwhile." Therefore, for deterrence to occur, a state must convey a message to another state, usually "these will be the public an authoritative utterances of government officials." Secondly, to use Hedley Bulls’ language, country B would consider following a course of action which Country A does not wish and does not because of the threat - not because it has no interest to. Thirdly, Country A must be able to convince Country B that it is capable of carrying out its deterrence threat and is prepared to use it. Mutual deterrence is where two or more states deter each other from following a set of actions - effectively a stand off or a stalemate between the actors. The concept of deterrence can be seen easily in public statements, for example, Churchill told Parliament on Britains hydrogen bomb was, "the deterrent upon the Soviet union by putting her....on an equality or near equality of vulnerability," a soviet ...
Juvenile delinquency is one of the major social issues in the United States today. Juvenile delinquency, also known as juvenile offending, is when “a violation of the law committed by a juvenile and not punishable by death or life imprisonment” (Merriam-webster.com). Although we have one justice system in America, the juvenile system differs from the adult juvenile system. Most juvenile delinquents range from as low as the age of seven to the age of seventeen. Once the delinquent or anyone turns the age of eighteen, they are considered an adult. Therefore, they are tried as an adult, in the justice system. There are many different reasons why a child would commit crime, such as mental and physical factors, home conditions, neighborhood environment and school conditions. In addition, there are a variety of effects that juvenile justice systems can either bad effects or good effects. Finally there are many different solutions that can reduce juvenile delinquency. As a result, juvenile delinquency is a major issue and the likeliness of it can be reduced. In order to reduce juvenile delinquency there has to be an understanding of the causes and the effects.