Deviant behavior

In A General Theory Of Crime Gottfredson and Hirschi (1990) suggest that "low self-control" is an enduring individual characteristic that is the product of inadequate child-rearing. Sampson and Laub's (1993) Crime In the Making: Pathways and Turning Points Through Life somewhat supports this contention. However, the latter authors also suggest that later life experiences might change the direction of the life path (and self-control). This thesis examines whether adequate child-rearing is the key causal determinant of low self-control in later life. It further tests whether later life-course transitions might alter and/or impact low self-control. The results suggest that the impact of early child-hood experiences continue to have an influence on self-control in later life. However, they also suggest that later life-course events (or transitions) can alter the proposed stability of such control. The implications of these findings are discussed.

The purpose of this study was to identify factors
serving as deterrents to deviant school behavior as perceived by students. Emphasis was placed on the identification
of factors students perceived as:
1. Having prevented non-deviant students from deviating
from the school's code of conduct
2. Deterrents which may have prevented deviant students
from violating the school's code of conduct
Questions explored and answered in this study
were:
1. How do middle school students perceive deterrents for
deviant school behavior?
2. How do parents', teachers', and administrators' efforts
affect student school behavior?
3. What can schools do in the area of deterring deviant
behavior?
4. What effect, if any, do the fa mil y and/or significant
others have on deterring deviant behavior of students?
5. What can students do in the area cf helping themselves
and others to practice good behavior?
6. What are some of the causes of deviant school behavior
and delinquency?
Conclusions: 1. Data from this study revealed that middle
school students believe schools can deter deviant behavior
by the practical application of good school-home communication, group counseling, good teaching, teacher-student conferences,
individual counseling, and extra-curricular activities
2. Deviant school behavior is indicative of many
factors: curriculum, teacher performance, administrative
performance, horne conditions, emotional disabilities,
learning disabilities, in-school management, and extracurricular
activities