We can work on Notion Of control/Chicago school and Sutherland’s approach

There is going to be two questions- and you must answer both in paragraph format. I will give you lecture slides and pictures of the text book chapters needed to complete this. There is going to be three/four components in each question- answer them in proper paragraphs. There is no word count, it doesn’t have to be long, but i would prefer at least 200+ words for each question. There is also no referencing from outside sources!!!- just put it all in your own words from the lectures and textbook notes-if you are taking ideas from the notes cite them properly.

QESTION 1:
In the second module week, we focused on understanding crime from the perspective of the Chicago School, and then later Sutherland’s approach and the idea that crime is learned.
a) Explain, in your own words, how the theories covered in this module tend to understand crime. For this question, I am looking for you to provide a general explanation of the main assumptions that are made about criminal behaviour. (2 marks)

b) Then, provide an explanation of the theory of either Sutherland or Akers. This explanation should be in your own words and should clearly outline any relevant conceptual terms that are used in their theoretical approaches (for example, summarize the main elements of Sutherland’s theory rather than providing a detailed explanation of the nine key propositions that he lays out). If you choose to explain Sutherland, you should also note why his approach is considered to be a general theory, and if you choose to explain Akers, you should also note how his approach is related to Sutherland’s theory. (6 marks)

c) Finally, if this is the way that we understand crime (i.e. the approach articulated in this module), what should we do about it (i.e. what are the general policy implications that we should consider? Note that I am not asking you to provide an explanation of specific programs that your textbook outlines, but rather the ideas that those programs are intended to represent or respond to)? (2 marks)

QUESTION 2:
In the third module week, Merton’s notion of strain was introduced. Agnew later responded to the ideas of Merton with his own theoretical approaches.

a) Explain in your own words how Merton thinks the structure of society perpetuates crime as described in his strain/anomie theory. In this answer, I am not looking for you to explain all of the five adaptations, but rather the background elements of Merton’s theory (such as strain and anomie) that lead to the different adaptations and the one adaptation that is most likely to represent criminal actions. (3 marks)

b) Then, explain in your own words, how Agnew responded to the ideas of Merton and tried to provide an understanding of crime that took into account some of the same, but also broader notions of strain. (3 marks)

c) Then, in your own words explain why Agnew would not suggest that experiencing strain will automatically lead to crime. (2 marks)

d) Finally, if this is the way that we understand crime (i.e. the approach articulated in this module), what should we do about it (i.e. what are the general policy implications that we should consider? Note that I am not asking you to provide an explanation of specific programs that your textbook outlines, but rather the ideas that those programs are intended to represent or respond to)? (2 marks)

Sample Solution

addition, many studies mentioned that it is beneficial for the child to initiate, but it becomes challenging to use incidental teaching past a certain age because then the interests start to become narrower and more depleted. It is also difficult to find a “perfect” intervention for ASD because it is a spectrum disorder, so the signs and symptoms vary among children. Therefore, each child is at a different level of severity, and each level of severity needs more or less assistance. It is going to be easier for high functioning children with ASD to learn how to have verbal communication that is socially functional than it would be for lower functioning children with ASD. It is also dependent upon the parents and the services of the child that determines the success of an intervention. Some parents do not have as much time to practice instructional teaching at home, so the procedure may only be done once or twice a week with therapy appointments. For example, McGee et al. (1999) had a home-based component in their study where to parents did an addition ten hours a week of teaching with their child, so that is also a contributing factor to the children’s progress. In addition, if a child does not have therapists that are educated adequately for the procedure, then the child will not have as much progress. This procedure, like many others in the field of ASD, is very dependent on outside factors to make it successful. Overall, incidental teaching has many more benefits than limitations. It is a procedure that motivates the children and is an intervention that has a low probability of prompt dependency, which can be dangerous in interventions. The main component of incidental teaching that also makes it notable is that it has evidence to support the generalization across settings and people without prompts because those two components tend to be challenging among other interventions (McGee et al., 1999).>

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addition, many studies mentioned that it is beneficial for the child to initiate, but it becomes challenging to use incidental teaching past a certain age because then the interests start to become narrower and more depleted. It is also difficult to find a “perfect” intervention for ASD because it is a spectrum disorder, so the signs and symptoms vary among children. Therefore, each child is at a different level of severity, and each level of severity needs more or less assistance. It is going to be easier for high functioning children with ASD to learn how to have verbal communication that is socially functional than it would be for lower functioning children with ASD. It is also dependent upon the parents and the services of the child that determines the success of an intervention. Some parents do not have as much time to practice instructional teaching at home, so the procedure may only be done once or twice a week with therapy appointments. For example, McGee et al. (1999) had a home-based component in their study where to parents did an addition ten hours a week of teaching with their child, so that is also a contributing factor to the children’s progress. In addition, if a child does not have therapists that are educated adequately for the procedure, then the child will not have as much progress. This procedure, like many others in the field of ASD, is very dependent on outside factors to make it successful. Overall, incidental teaching has many more benefits than limitations. It is a procedure that motivates the children and is an intervention that has a low probability of prompt dependency, which can be dangerous in interventions. The main component of incidental teaching that also makes it notable is that it has evidence to support the generalization across settings and people without prompts because those two components tend to be challenging among other interventions (McGee et al., 1999).>

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