Health Intuition

Juvenile Delinquency Theories

Through an understanding of causes of juvenile delinquency society may come to deal preventively with delinquency; certainly treatment of the offender needs to be based upon an understanding of the causal mechanisms that have produced him. In this paper we’ll describe three theories of juvenile delinquency such as Social Learning Theory, General Strain Theory and Behavioral Theory and discuss appropriate preventive programs based upon these theories.

In 1977 Albert Bandura, a Stanford University psychology professor, published Social Learning Theory, in which he postulated that human learning is a continuous reciprocal interaction of cognitive, behavioral, and environmental factors. Sometimes called observational learning, social learning theory focuses on behavior modeling, in which the child observes and then imitates the behavior of adults or other children around him or her (Wiesner, Capaldi, Patterson, 2003, p. 318).

In his research on social learning theory, Bandura studied how violence portrayed in mass media can have a tremendously negative impact on the behavior of certain types of children watching violent television shows. What he noted was that some children will observe and then imitate the behavior of the characters on the television screen. From these observations, we can conclude that juvenile delinquency is the result of imitation of aggressive actions. Bandura determined that certain types of children learn to perform violent and aggressive actions by observing and then modeling their behavior after what they have seen. He referred to this as direct learning through instantaneous matching of the observed behavior to the modeled behavior (Wiesner et al, 2003, p. 320). Therefore, social learning theory states that learning can occur through the simple process of observing and then imitating others’ activities.

Merton (1957) formulated a social strain theory of criminal involvement (Broidy, 2001, p. 10). Merton proposed that a society instills in its citizenry aspirations for upward mobility and a desire for selected goals. However, when legitimate avenues to goal attainment are blocked, anomie or strain sets in, which in turn compels the individual to violate the law in order to attain these goals. Lower-class persons are viewed by Merton as more susceptible to the ravages of anomie because they are more regularly thwarted in their efforts to participate in the economic rewards of the wider society (Broidy, 2001, p. 12).

Merton assumed in his theorizing that humans are conforming organisms who only violate the law when the disjunction between goals and means becomes so great that the individual believes he or she can no longer pursue socially sanctioned goals via legitimate channels. Society and certain social variables are, according to strain theorists, responsible for the majority of crime being committed in the world today. According to Merton, a society that emphasizes goals over the means to obtain these goals, and that restricts access to opportunities for legitimate advancement, is establishing the conditions for anomie and future criminality. Strain theorists have long argued that once a person is removed from a situation of anomie or frustration, negative behavior will recede (Henry, Tolan, Gorman-Smith, 2001, p. 173).

Agnew’s (1992) general strain theory offers a promising framework for understanding juvenile delinquency. A major type of strain, according to Agnew’s general strain theory, consists of experiencing unpleasant events or circumstances, including aversive situations at home, particularly arguments and violence (Broidy, 2001, p. 21). The theory proposes that adolescents are pressed into delinquency by negative emotional reactions that result from being situated in an aversive situation from which they cannot escape. This blockage frustrates the adolescent and may lead to desperate avoidance and/or anger-based delinquency (Broidy, 2001, p. 23).

Behavioral theory was studied by J. Watson, I. Pavlov and B.F. Skinner. It describes the outcomes of the consequences of a certain behavior on occurrence of such behavior in the future. Operant conditioning developed by Skinner is one of the learning methods according to which the likelihood of behavior is increased or decreased by the use of reinforcement or punishment. In case of positive reinforcement a certain behavior becomes stronger by the effect of experiencing some positive condition. In case of negative reinforcement a certain behavior becomes stronger by the outcome of stopping or staying away from some negative condition. In case of extinction a certain behavior is becomes weaker by the outcome of avoiding to experiencing some positive condition or stopping some negative condition.

Negative and positive reinforcements and extinction strengthen certain kinds of behavior of individuals. Punishment is a big form of operant conditioning used all over the world. When people are punished, it is to decrease that certain behavior produced by the individual. Therefore, behavioral theory refers to conditioning which leads to different behavioral pattern of juvenile offenders.

Preventive programs based on the social learning theory require placing an individual in favorable environment where he/she would be less tempted to imitate violent behavior. One of the examples of such environment is the social services of the church. The actual role of contemporary religion in delinquency prevention is not easy to evaluate. Its potential role is tremendous, but the fulfillment of that potential depends on the vitality of a religion in the lives of its professants. The formulation through religion of a standardized morality that is in conformity with the law (not all religious beliefs and practices in the United States are legal, of course, but the exceptions are in small minority faiths for the most part) establishes a system of social control norms that overlap substantive legal norms (Wiesner et al, 2003, p. 320). The social services of the church can do much–and some of them do-in providing more experimental, intensive, and therapeutic assistance to delinquents than public resources customarily are equipped to perform.

Also, community behavior can influence behavior modeling of juvenile delinquents. Community organization and planning represent tremendously significant possibilities for the development of delinquency-deterring measures.

According to the General Strain Theory, the major causes of juvenile delinquency are aversive atmosphere at home and school. The emotional atmosphere, the hostilities, and the inadequacies expressed in the parent-child relationships do greater injury to the child than do physical hurts. From a preventive point of view, then, it seems clear that the greatest hope for discouraging delinquency must lie in efforts to improve the quality and harmony of the family system.

Preventive programs based on the General Strain Theory refer to effective family social work: a field designed to strengthen family life through assisting individuals and family units and, so far as possible, to improve the community circumstances essential to wholesome family living. Private agencies, and governmental services (chiefly departments of public welfare) contribute to this work; many of them today, especially in moderate-sized cities, merge child-welfare services with their family case work for more completely integrated assistance (Asetline, Gore, Gordon, 2001, p. 257).

Family counseling, which is carried on in large part by the old established social agencies but which is also coming to be practiced increasingly by individual practitioners and clinics, offers much promise and some dangers. In an area where the divorce rates alone are a sufficient indication of the widespread need for help, trained and specialized skills focused specifically on the medical, emotional, and broader psychological requirements of the family can help to resolve difficulties before they become
too serious (Asetline, Gore, Gordon, 2001, p. 258). Provisions should be available in the community for the individual who feels the need for advice about his family relationships. Such facilities should be competent of course. Traditionally much of this advisory function, when performed at all (of course, many persons needing help have refrained from seeking it either out of pride or a lack of available and known resources), has been done informally by family physicians, attorneys, or friends. It hardly need be said that none of these roles, taken by itself, gives any assurance of qualification to deal with the often subtle, profound, and technical problems involved in family pathology. Today, though specialized skills for this work are being developed and counseling bureaus are being established.

One of the commonest characteristics observed among delinquent children is the dislike of school and teachers. It would seem that any real solution to this problem lies not in penalty classes or special schools with long hours-or even incarceration but in such preventive measures as vigorously attempting to adapt the educational process to the needs and interests of children. The docile rote learner-so dear to the heart of the educator-and the non-aggressive but apathetic conformist, as well as the resistant problem child, could all profit by a vitalized education. If classroom organization, program of study, and teaching methods are planned to meet the interests and needs of children and adolescents at their level of development, with rich and varied opportunities for the expression of diverse abilities and sufficient elasticity to allow the individual some freedom in adaptation, there would be far less aversion and passive indifference to school (Houchins, Guin, Schroeder, 2001, p. 110). Again it should be noted that flexible programs and good teaching are largely a matter of adequate budgets and careful selection.

Ideally every school system should have attached to it or continuously available to it the facilities of a psychiatric clinic or study home to which cases of juvenile delinquency might be referred for observation and assistance. If teachers can be trained sufficiently and selected as personalities sensitive to the needs of childhood, they should be able to refer a large proportion of unadjusted children for clinical assistance early and thus prevent the development of serious conduct problems and delinquency (Houchins et al, 2001, p. 108).

For most instances of children with psychological or conduct problems, the school must continue to provide formal education to meet their particular needs as well as possible. Thus arises a perennial problem in pedagogical and administrative technique: Should “problem children” be segregated in separate classes and separate schools where groups of unadjusted and delinquent boys are massed together, or should they be brought as much as possible into contact with normal children in the regular schools? According to General Strain Theory, in cases where the problems of personality are serious enough and classroom environment becomes the source of frustration for children, children should be treated for their special requirements in groups established according to their needs. If these individuals are to be taught separately they need programs and teachers that are adapted to their peculiar needs.

According to the Behavioral Theory, juvenile delinquency preventive programs should be based on positive and negative reinforcements. Some of the examples of preventive programs with the use of negative reinforcements are confinement, boot camps and waiver. Although not as restrictive as confinement in a secure facility, boot camps are known for their rigid militaristic style. Juvenile participants are commonly organized into platoons and required to wear uniforms and to participate in daily regimens of drill exercises and physical training. Daily routines may extend from 5:30 or 6:00 A.M. to lights out at 9:00 or 10:00 P.M (Fagan, Zimring, 2001, p. 88). This program is focused upon changing attitudes and behavior through discipline.

Another popular program of achieving delinquency prevention or reduction has been waiver of juvenile offenders to adult court. By waiving juveniles to adult court, there is an increased chance that they will come into contact with adult felony offenders and, consequently, after this contact the juvenile should learn to be better.

Unlike boot camps and waiver, mentor programs involve mostly positive reinforcements in changing juvenile behavior. Most programs involve volunteer staff who see themselves as giving something to or sharing something with the youths who are being mentored (Colvin, Cullen, Vander Ven, 2002, p. 20) Mentor programs are less costly than other approaches to delinquency prevention because often the mentors are volunteers who may or may not receive reimbursement for out-of-pocket expenses related to mentoring activities. As a juvenile justice strategy, mentoring is an opportunity to provide support where it is missing and to supplement it when it is weak.

In conclusion, the contributing factors that make a child delinquent are numerous and varied; they are often complexly interwoven in a single case. One single theory cannot explain the complex of conditions and circumstances producing delinquency. Similarly, application of one single preventive program will not significantly reduce juvenile delinquency. Therefore, juvenile delinquency preventive programs should be based upon several theoretical approaches and developed for every particular case of juvenile delinquency.

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Are you a very important person? Sure you are. The reason for this answer is the same to almost everyone in this planet: we like talking about ourselves, we enjoy being listened, we praise our achievements, and we are very much into introspection. Although we are ultimately social beings, most humans are both consciously and subconsciously determined to improve themselves, and to derive meaning to their existence. In this context, we are faced with the everyday challenge of balancing our own needs for fulfilment and recognition with the need to co-relate with others, to promote altruism and to help the people in need. This paradox takes the central stage in the counselling profession – understanding it provides the foundation to apply this article’s key concept: self-disclosure.

Human Behaviour and Effective Counselling

It is undeniable that many people are more interested in themselves than things around the world. People like to talk about themselves (thus listening is such an important part in interpersonal communication), to listen to topics which have relevance to their lives, to participate in groups which could derive benefit for them, and to be part of a system which values them. It is that basic need for belonging that drives people to behave that way.

We also strongly defend our opinions and perspectives. We like to make sure that once we believe in something, we are able to reasonably explain the reason, and possibly prove to the other person that we are correct in our assumptions. Think about it: who likes to be incorrect? So when we talk about ourselves or about issues which are pertinent to our lives, we like to explain each aspect of that topic and by doing so, validate our opinion or experience. Self-denial occurs when we give up that right in order to focus the attention to someone else’s problem, issue or situation. The capacity for self-denial is one of the most important characteristics of a good counsellor.

Curiosity, comfort with conversation, empathy and understanding play a major role in creating a safe environment which allows a client’s emotional expression. Emotional insightfulness, introspection, tolerance of intimacy and comfort with power are characteristics which help the counsellor maintain a clear perspective of the situation and at the same time, not prejudice the relationship by being judgemental or condescending. Energy, flexibility and self-awareness facilitate the counsellor’s drive and focus in the relationship’s objectives and outcomes.

The Word: Self-Disclosure

We’ve briefly discussed some of the underpinnings of human behaviour and the characteristics which define an effective counsellor. The importance of understanding such concepts is that in many occasions, self-disclosure requires counsellors to act in a paradoxical manner – that is, communicate a common message in a tailored way, with a different objective, and an external focus. Self-disclosure can be a challenging technique because it defies our natural ‘self-centred’ dialogue.

Self-Disclosure is defined as “a conscious, intentional technique in which clinicians share information about their lives outside the counseling relationship” (Simone, McCarthy, & Skay, 1998, p.174). The role of this process is to “facilitate client disclosure through modeling and the establishment of trust” (the dyadic effect; Jourard, 1968). In other words, the counsellor discloses information about him/herself in order to establish a connection with the client, thus creating rapport, trust and improving interpersonal communication.

Self-disclosure is a useful strategy used by the majority of counsellors, regardless of theoretical orientation. In many instances this process is almost a requirement to obtain valuable information from a client in order to help them see through a situation. It is often perceived as an ethical and valuable technique.

A Two-Edged Sword

Self-disclosure can be as helpful as it can be damaging if not properly conducted. Why? Primarily because the act of self-disclosure exposes the counsellor and it could undermine the balance of power in the relationship with a client. If the client sees vulnerability in the counsellor, the trust could fall apart. At the same time, this vulnerability could improve the relationship between the two entities by creating more intimacy as the client ‘sees’ the counsellor in the ‘same level’ of him or her. Therefore, the outcomes of using self-disclosure as a strategy to build trust and rapport will depend on the counsellor’s actions and how those actions will reflect from the client’s perspective (based on the client’s personality variables). It is important for counselling professionals to observe these issues and adjust their approach accordingly.

The benefits or advantages or self-disclosure include: helping the client to not feel alone, decreasing client anxiety, improving the client’s awareness to different viewpoints, increasing counsellor genuineness (and are not free of problems), and so forth. Some disadvantages of applying self-disclosure include: moving focus from the client, taking too much counselling time (and thus reducing client disclosure), creating role confusion (who is helping who?), possibly trivialising the client’s issue by implying everyone goes through it, and interfering with transference.

Guidelines for Use of Self-Disclosure

According to Gladding (2006) there are some guidelines which can help counsellors to effectively implement self-disclosure strategies. Such guidelines are basically communication skills which can be used to avoid common pitfalls of this process, such as losing rapport or focus in the situation.

Primarily, the counsellor should be direct, brief, focused and relevant. This will ensure that the self-disclosure process does not lead to time wastage and loss of focus in the client’s situation. Self-disclosure should also not be used frequently (more self-disclosure is not necessarily better) and should not add to the client’s problems and negative outcomes in a situation.

In essence, the purpose of self-disclosure should be clear to both counsellor and client and the process should only be used after considering other options, envisaging that there is a risk of miscommunication and an effect on the balance of power. But as stated before: if used in an effective manner, self-disclosure can be a useful strategy and a common process in the counselling setting.

Case Study: A Briefing of the Technique

A young man wishes to move out of his family home and seeks a counsellor for help. The young man is very distressed by the possible change and the effect that it could have in his parents and his own life. In the counselling setting, he briefly describes his motives for moving out; however, he attests that he does not want to cause emotional strife to his parents. In that context, he asks the counsellor to help him come up with a way to tell his parents without hurting them. A solution to that situation would relieve the young man from his personal anxiety.

The counsellor and the client explored all available options and at the end of the counselling session, the young man is still very emotionally affected by his decision and its possible outcomes. At that point, self-disclosure was used as a strategy to help the client move into a positive frame of reference. The counsellor disclosed that her son left the family only last year, and even though it was a very emotional situation for the family, they understood his decision and moved forward. Nowadays they regularly meet and have a very positive relationship. At the end of the counselling relationship, the client felt comfortable with the knowledge that a similar situation had ended with a positive outcome, and was able to move forward with his decision without distress.

This example showed the effective use of self-disclosure and how this technique can be beneficial
to clients. It was observable that in that scenario, the following benefits were achieved: helping the client to not feel alone, decreasing client anxiety and increasing counsellor genuineness.

References

Gladding, S.T. (2006). Counseling: A Comprehensive Profession. Upper Saddle River, NJ: Prentice Hall

Jourard, S.M. (1968). Disclosing Man to Himself. Princeton, NJ: D. Van Nostrand.

Simone, D. H., McCarthy, P., & Skay, C. (1998). An investigation of client and counselor variables that influence likelihood of counselor self-disclosure. Journal of Counseling and Development. 76: 174-182.

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