Assumptions of process theory (15):
SOCIAL PROCESS THEORY holds the view that criminality is a function of people’s
interactions with various organisations, institutions and social processes. Theorists
examine the interactions between individuals and the environments that encourage
these individuals to become involved in delinquent behaviour.
Process theories are micro theories:
Social process theories attempt to explain how individuals (micro) become offenders.
The focus is on social interactions or processes as experienced by the individual rather
than the social structure (macro) (Williams & McShane, 2004:201).
Crime is not necessarily a class phenomenon:
Crime is not approached as being primarily a lower-class phenomenon.
Process theorists claim that not all people who are subjected to social disorganisation
become offenders.
Even young people who have grown up in a poor urban environment learn the same
values at home, at school and in religious settings as young people from the middle
and upper class.
Although young people from the lower class do experience economic difficulties, strain
(in the family itself), inadequate education and a poor self-image, most of them are
willing to abide by the rules (laws) of society (even though their peer group may well
include people who regularly break the law).
Those who do succeed in coping with all this and who remain law abiding are those who
tend to have the support of a happy family, and law-abiding friends and teachers who
take an active interest in them.
In short, according to process theorists, misconduct and crime occur in any social class,
rich or poor, if the socialisation process is inadequate and/or destructive.
Emphasis on social interactions:
According to social process theory, a person who engages in misconduct and crime is
someone whose personality and behaviour (which are shaped by key social
relationships and social processes) are out of line with conventional society.
Process theorists focus on the social interactions of individuals with intimate groups
such as the family and the peer group; It is these interactions that are the key to
explaining criminal behaviour.
Special attention is paid to the family as the primary socialising agent.
Where parental care is inadequate, absent or destructive, the child’s development (i.e.
towards emotional maturity) will be hampered; Family relationships have a crucial
influence on antisocial behaviour.
The influence of peer group relationships is also considered to be important.
Young people who form close relationships with peer group members may end up
acquiring undesirable attitudes. For example, the young person may adopt the
techniques and attitudes of a group that favours drug use, that engages in various
criminal offences and that is prepared to use violence to attain its ends.
Associating with such a group will obviously alienate the young person from his or her
more conventional friends and institutions.
Misconduct and crime are also linked to factors such as underachievement at school
and inadequate educational facilities.
This, in turn, contributes to conflict which leads to the alienation of the person from a
conventional social institution such as the school.
The young person then develops a poor self-image and displays little interest in
following a law-abiding lifestyle (Brown et al, 1998:301).
SOCIAL PROCESS THEORY holds the view that criminality is a function of people’s
interactions with various organisations, institutions and social processes. Theorists
examine the interactions between individuals and the environments that encourage
these individuals to become involved in delinquent behaviour.
Process theories are micro theories:
Social process theories attempt to explain how individuals (micro) become offenders.
The focus is on social interactions or processes as experienced by the individual rather
than the social structure (macro) (Williams & McShane, 2004:201).
Crime is not necessarily a class phenomenon:
Crime is not approached as being primarily a lower-class phenomenon.
Process theorists claim that not all people who are subjected to social disorganisation
become offenders.
Even young people who have grown up in a poor urban environment learn the same
values at home, at school and in religious settings as young people from the middle
and upper class.
Although young people from the lower class do experience economic difficulties, strain
(in the family itself), inadequate education and a poor self-image, most of them are
willing to abide by the rules (laws) of society (even though their peer group may well
include people who regularly break the law).
Those who do succeed in coping with all this and who remain law abiding are those who
tend to have the support of a happy family, and law-abiding friends and teachers who
take an active interest in them.
In short, according to process theorists, misconduct and crime occur in any social class,
rich or poor, if the socialisation process is inadequate and/or destructive.
Emphasis on social interactions:
According to social process theory, a person who engages in misconduct and crime is
someone whose personality and behaviour (which are shaped by key social
relationships and social processes) are out of line with conventional society.
Process theorists focus on the social interactions of individuals with intimate groups
such as the family and the peer group; It is these interactions that are the key to
explaining criminal behaviour.
Special attention is paid to the family as the primary socialising agent.
Where parental care is inadequate, absent or destructive, the child’s development (i.e.
towards emotional maturity) will be hampered; Family relationships have a crucial
influence on antisocial behaviour.
The influence of peer group relationships is also considered to be important.
Young people who form close relationships with peer group members may end up
acquiring undesirable attitudes. For example, the young person may adopt the
techniques and attitudes of a group that favours drug use, that engages in various
criminal offences and that is prepared to use violence to attain its ends.
Associating with such a group will obviously alienate the young person from his or her
more conventional friends and institutions.
Misconduct and crime are also linked to factors such as underachievement at school
and inadequate educational facilities.
This, in turn, contributes to conflict which leads to the alienation of the person from a
conventional social institution such as the school.
The young person then develops a poor self-image and displays little interest in
following a law-abiding lifestyle (Brown et al, 1998:301).
