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| Each Chapter ends with a Summary, Teaching Aids (containing ControversialChapter" exercises, Thought and Discussion Questions, and Key Terms), and Endnotes | |
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| An Important Message for Instructors | |
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| An Overview of This Book | |
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| Acknowledgments | |
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| The Nature and Extent of Delinquency | |
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| What Is Delinquency and How Does It Differ from Adult Crime? | |
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| We View Juvenile Delinquents Differently than Adult Criminals | |
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| We Treat Juvenile Delinquents Differently than Adult Criminals | |
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| Older, Serious Juvenile Offenders as an Exception | |
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| How Can We Explain the Invention of Juvenile Delinquency? | |
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| How Is Delinquency Measured? | |
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| Official Statistics--Especially Arrest Data from the Police | |
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| Self-Report Data | |
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| Overcoming the Preceding Problems | |
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| Victimization Data | |
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| How Much Delinquency Is There and Is Delinquency Increasing? | |
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| How Much Delinquency Is There? | |
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| Is Juvenile Delinquency Increasing? | |
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| How Can We Explain the Dramatic Decline in Serious Crime Since the Mid-1990s? | |
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| Who Is Most Likely to Engage in Delinquency? | |
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| Is Social Class Related to Delinquency? | |
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| Are Race and Ethnicity Related to Delinquency? | |
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| Is Age Related to Delinquency? | |
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| Is Gender Related to Delinquency? | |
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| Are There Different Types of Delinquents? | |
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| The Causes of Delinquency: Theories | |
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| What Is a Theory and How Do We Test Theories? | |
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| What Is a Theory? | |
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| How Do We Test Theories of Delinquency (or Determine Whether Some Factor Causes Delinquency)? | |
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| Strain Theory: Does Strain or Stress Cause Delinquency? | |
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| What Are the Major Types of Strain? | |
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| What Impact Does Strain Have on the Juvenile? | |
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| Why Are Some Juveniles More Likely to Cope with Strain Through Delinquency? | |
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| Social Learning Theory: Do Individuals Learn to Be Delinquent from Others? | |
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| Juveniles Learn to Engage in Delinquency from Others | |
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| The Differential Reinforcement of Delinquency | |
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| Beliefs Favorable to Delinquency | |
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| The Imitation of Delinquent Models | |
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| Control Theory: Do Weak Controls Result in Delinquency? | |
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| Why Do Juveniles Conform (and Sometimes Deviate)? | |
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| How Is Control Theory Similar to and Different from Social Learning Theory? | |
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| What Are the Major Types of Control (or Restraints to Delinquency)? | |
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| Labeling Theory: Does the Reaction to Delinquency Lead to Further Delinquency? | |
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| Background on Labeling Theory | |
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| The Life Course: How Do We Explain Different Patterns of Offending over the Course of a Lifetime? | |
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| Why Do Most Individuals Increase Their Levels of Offending During Adolescence? | |
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| Why Do a Small Percentage of Individuals Offend at High Rates over Much of Their Lives? | |
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| Is Delinquency More Likely in Certain Types of Situations? | |
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| What Types of Situations Are Most Conducive to Delinquency? | |
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| What Factors Influence the Likelihood That Predisposed Offenders Will Encounter Situations Conducive to Delinquency? | |
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| Group Differences in Delinquency: How Can We Explain Group Differences, Particularly Community Differences in Rates of Delinquency? | |
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| Why Are Crime Rates Higher in Some Communities than in Others? | |
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| What Are the Characteristics of High-Crime Neighborhoods and Cities? | |
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| Are Communities with Characteristics Conducive to Crime Becoming More Common? | |
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| Why Are Deprived Communities Higher in Crime? | |
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| Overview of the Leading Theories of Delinquency | |
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| The Causes of Delinquency: Research | |
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| Individual Traits: What Impact Do Individual Traits Have on Delinquency? | |
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| Are Juveniles with Certain Traits More Likely to Engage in Delinquency? | |
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| Why Are Some Individuals More Likely than Others to Possess These Traits? | |
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| The Family: What Impact Does the Family Have on Delinquency? | |
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| The Effect of the Family on Delinquency | |
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| Family Structure | |
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| Parental and Sibling Crime/Deviance | |
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| The Quality of Family Relationships | |
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| Parental Socialization | |
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| Why Do Some Parents Employ Poor Parenting Practices? | |
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| The School: What Impact Does the School Have on Delinquency? | |
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| What School Experiences Contribute to Delinquency? | |
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| School Characteristics and Delinquency | |
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| Delinquent Peers and Gangs: What Impact Do Delinquent Peer Groups and Gangs Have on Delinquency? | |
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| What Impact Do Delinquent Peers Have on Delinquency? | |
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| What Impact Do Gangs Have on Delinquency? | |
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| Other Social Influences: What Effects Do Religion, Work, the Mass Media, Drugs, and Guns Have on Delinquency? | |
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| Does Religion Reduce Delinquency? | |
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| Does Work Reduce Delinquency Among Juveniles Attending School? | |
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| Does Mass Media Violence Cause Violence Among Juveniles? | |
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| Do Drugs Increase the Likelihood of Delinquency? | |
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| Do Guns Increase the Likelihood of Delinquency? | |
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| Pulling It All Together: Is It Possible to Construct a General Theory of Delinquency? | |
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| A Brief Review of the Theories and Research on the Causes of Delinquency | |
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| A General Theory of Delinquency | |
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| Explaining Patterns of Offending over the Life Course and Group Differences in Delinquency | |
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| Using the General Theory to Explain Why Males Have Higher Rates of Delinquency than Females | |
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| The Special Role of Sexual Abuse in Explaining Serious Female Offending | |
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| An Overview of the General Theory of Delinquency | |
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| The Control and Prevention of Delinquency | |
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| Policies and Programs: How Is It Determined if a Policy or Program Is Effective in Controlling or Preventing Delinquency? | |
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| The Experimental Model for Determining Program Effectiveness | |
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| The Police: What Do the Police Do to Control Delinquency? | |
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| How Do the Police Operate? | |
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| How Effective Is Preventive Patrol? | |
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| How Can the Police Increase Their Effectiveness? | |
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| Juvenile Court and Corrections: What Do the Juvenile Court and Juvenile Correctional Agencies Do to Control Delinquency? | |
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| What Happens When Juveniles Are Sent to Juvenile Court? | |
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| Juvenile Corrections: What Happens to Juveniles Who Receive a Disposition or Sentence from the Court? | |
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| An Overview of the Juvenile Justice Process | |
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| The Juvenile Justice System: Does the Juvenile Justice System Discriminate Against Certain Groups in Its Efforts to Control Delinquency? | |
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| Does the Juvenile Justice System Discriminate Against African Americans? | |
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| Does the Juvenile Justice System Discriminate Against the Poor and Against Males or Females? | |
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| The Strategies of Deterrence and Incapacitation: Is It Possible to Control Delinquency by Punishing More Offenders and Punishing Them More Severely? | |
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| Are the Juvenile Court and Correctional System Tough Enough in Dealing with Offenders, Especially Serious Offenders? | |
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| Efforts to Get Tough with Serious Offenders | |
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| How Effective Are These Get-Tough Measures, and What Can Be Done to Increase Their Effectiveness? | |
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| The Strategies of Prevention and Rehabilitation: Is It Possible to Prevent Delinquency and to Rehabilitate Delinquents? | |
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| A Brief History of Prevention and Rehabilitation | |
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| How Effective Are Prevention and Rehabilitation Programs? | |
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| What Are the Characteristics of Successful Prevention/Rehabilitation Programs in Different Areas? | |
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| Selected Other Prevention and Rehabilitation Programs | |
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| The Critical Role of Larger Social Forces in Preventing Delinquency | |
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| What Should We Do to Reduce Delinquency? | |
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| We Should Place More Emphasis on Prevention and Rehabilitation | |
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| We Should Hold Juveniles Accountable for Their Behavior and Protect the Community | |
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| References | |
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| Photo Credits | |
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| Name Index | |
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| Subject Index | |