Week 1
● Age and Crime
→ Iedereen volgt “age-crime curve”.
Index of dissimilarity = spreiding van de piek
Hirischi & Grottfredson (1983)
Geloven dat crime decline in age (maturation):
- Onveranderbaar; invariant
- Consistente verklaring across age
- Enkel verschil in degree
So, criminal careers and longitudinal research not needed.
Steffensmeier et al. (1989)
Important to look why crime decline with age.
→ daling is because of change in social roles and context (Niet één leeftijdspatroon zoals Hirisch et
al. suggereert, maar meerdere).
- State that age crime curve depends on the type of crime.
Critique of age crime curve = ignores variation in shape (Bv. gender; early/late starters; crime types)
Life course research studies within-individual differences, more than between-individual
differences.
- Between = verschillende mensen en de crime verschillen tussen hen
- Within = Individu en crime rate op verschillende momenten
Why does one’s crime rate differ at different ages?
Social pathways are:
Trajectories = evenementen over tijd
Transitions = verandering ene/ander (time duration between)
Turning point = abrupte verandering
- Age effect = behavior changes when people get older
- Period effect = look at people getting older, in an given period (no higher change)
- Cohort effect = look at birth-cohort (people from 1960 more change of dying now than I)
Social-history context = when and where you are born matters → birth context; history context;
social change. (breaking bad would not happen in NL, because health free kinda)
Other important life course concepts are:
- Human agency = control over our own life → intentional choices /actions; within societal
constraints.
- Linked lives = indiv. are linked with others (Bv. ouders hebben invloed op keuzes)
- Timing = the age at which events occur have effect trajectories/transitions (stage of
development; social norms like pregnancy)
, Key terms of life course research:
- Cumulative continuity = past behaviors do influence future behavior. Events/actions have a
causal effect. Sneeuwbal effect
- Self-selection = traits/disposition explain behavior. A variation in traits then explains
variation in behavior.
Week 2
● Life course theories
1. Static theories: variatie in traits explain behavior. (Het is stabiel)
Bv. General theory of crime (of low self-control) by Gottfredson and Hirschi.
- Self control is onveranderbaar and rank-stable (stay high or low).
- Suggest develop in early childhood through parental socialization, any changes are due to
opportunity and ability (stable thereafter)
Kritiek: Only explain small amounts of variation; self-control changes over time; opportunities do
matter (social context).
2. Dynamic theories: look at development heterogeneity that events have causale effects.
→ Age-grade effects; and within-individual differences.
3. Typological theories: a combination of static and dynamic theories. These theories suggest
that because there are different types of offenders, we must look at different types of
mechanisms/relations.
Moffit (1993) dual taxonomy theory of crime behavior:
Mensen met continuïteit van antisociaal gedrag en gebonden aan bepaalde leeftijd.
Two types of offenders.
1. Life-course-persistent delinquents (LCP person)
2. Adolescence-limited delinquency (AL person)
Characteristics of LCP people are: (Small percentage 5-10%)
- Continuity in antisocial behavior in all domains;
- More serious offenses;
- Early onset.
Early life causes!! → Neuropsychologische kenmerken + poor childhood socialization vergroten
het risico op antisociaal gedrag.
Continuïteit over life course:
Antisociale indiv. hebben grote kans omringt te worden met antisociale indiv.
- Contemporary continuity (hedendaagse continuïteit): continues to carry the same traits into
adulthood dat hun als kind in problemen bracht.
- Cumulative continuity: (snowball) effect van temperament uit de kindertijd op beroepsstatus
op middelbare leeftijd; gebrek aan opleiding → slechtere banen.
- Vanwege asociale en agressieve gedrag worden ze afgewezen door leeftijdsgenoten.
DUS: voorspelt continuïteit over hele levensloop, maar onderliggende dispositie veranderd wel (bv.
with age, circumstances, opportunities)
● Age and Crime
→ Iedereen volgt “age-crime curve”.
Index of dissimilarity = spreiding van de piek
Hirischi & Grottfredson (1983)
Geloven dat crime decline in age (maturation):
- Onveranderbaar; invariant
- Consistente verklaring across age
- Enkel verschil in degree
So, criminal careers and longitudinal research not needed.
Steffensmeier et al. (1989)
Important to look why crime decline with age.
→ daling is because of change in social roles and context (Niet één leeftijdspatroon zoals Hirisch et
al. suggereert, maar meerdere).
- State that age crime curve depends on the type of crime.
Critique of age crime curve = ignores variation in shape (Bv. gender; early/late starters; crime types)
Life course research studies within-individual differences, more than between-individual
differences.
- Between = verschillende mensen en de crime verschillen tussen hen
- Within = Individu en crime rate op verschillende momenten
Why does one’s crime rate differ at different ages?
Social pathways are:
Trajectories = evenementen over tijd
Transitions = verandering ene/ander (time duration between)
Turning point = abrupte verandering
- Age effect = behavior changes when people get older
- Period effect = look at people getting older, in an given period (no higher change)
- Cohort effect = look at birth-cohort (people from 1960 more change of dying now than I)
Social-history context = when and where you are born matters → birth context; history context;
social change. (breaking bad would not happen in NL, because health free kinda)
Other important life course concepts are:
- Human agency = control over our own life → intentional choices /actions; within societal
constraints.
- Linked lives = indiv. are linked with others (Bv. ouders hebben invloed op keuzes)
- Timing = the age at which events occur have effect trajectories/transitions (stage of
development; social norms like pregnancy)
, Key terms of life course research:
- Cumulative continuity = past behaviors do influence future behavior. Events/actions have a
causal effect. Sneeuwbal effect
- Self-selection = traits/disposition explain behavior. A variation in traits then explains
variation in behavior.
Week 2
● Life course theories
1. Static theories: variatie in traits explain behavior. (Het is stabiel)
Bv. General theory of crime (of low self-control) by Gottfredson and Hirschi.
- Self control is onveranderbaar and rank-stable (stay high or low).
- Suggest develop in early childhood through parental socialization, any changes are due to
opportunity and ability (stable thereafter)
Kritiek: Only explain small amounts of variation; self-control changes over time; opportunities do
matter (social context).
2. Dynamic theories: look at development heterogeneity that events have causale effects.
→ Age-grade effects; and within-individual differences.
3. Typological theories: a combination of static and dynamic theories. These theories suggest
that because there are different types of offenders, we must look at different types of
mechanisms/relations.
Moffit (1993) dual taxonomy theory of crime behavior:
Mensen met continuïteit van antisociaal gedrag en gebonden aan bepaalde leeftijd.
Two types of offenders.
1. Life-course-persistent delinquents (LCP person)
2. Adolescence-limited delinquency (AL person)
Characteristics of LCP people are: (Small percentage 5-10%)
- Continuity in antisocial behavior in all domains;
- More serious offenses;
- Early onset.
Early life causes!! → Neuropsychologische kenmerken + poor childhood socialization vergroten
het risico op antisociaal gedrag.
Continuïteit over life course:
Antisociale indiv. hebben grote kans omringt te worden met antisociale indiv.
- Contemporary continuity (hedendaagse continuïteit): continues to carry the same traits into
adulthood dat hun als kind in problemen bracht.
- Cumulative continuity: (snowball) effect van temperament uit de kindertijd op beroepsstatus
op middelbare leeftijd; gebrek aan opleiding → slechtere banen.
- Vanwege asociale en agressieve gedrag worden ze afgewezen door leeftijdsgenoten.
DUS: voorspelt continuïteit over hele levensloop, maar onderliggende dispositie veranderd wel (bv.
with age, circumstances, opportunities)
