Anti-social and Criminal Behaviour in Adolescence - Essay Example

The causes of anti-social and criminal behaviour in adolescence, and suggestions on how schools and other agencies could work with young people to eradicate these kinds of behaviour Name University Class Antisocial behaviors are actions that break social rules and violate the basic rights of others. Such actions include behavior intended to hurt people or damage property, unlawful behavior, and disobedience of generally accepted rules and authority, such as absence from school. Such antisocial behaviors occur over a severity range. When childhood antisocial behaviors surpasses certain defined level; the diagnostic criteria determined in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM–IV) suggests that the child is deemed to have Conduct Disorder or Oppositional Defiant Disorder. Along with attention deficit hyperactivity disorder (ADHD), these two disorders are categorized as disruptive behavior disorders in the DSM–IV (American Psychiatric Association (APA) 1994). A number of previous researches suggest that there are different theories on the causes of anti-social behaviour occurring during adolescence (Coleman & Hendry 2004, p 182). Some suggest that the social bonds that would otherwise encourage law-abiding behavior are weaker during adolescence, while others suggest that processes that occur in the peer group along with inevitable confrontations with resources of authority are the underlying causes of anti-social behaviour during this stage of development (Coleman & Hendry 2004, p. 182). Peer groups have a tremendous amount of influence during adolescence. While those within the peer group often do not see the level of conformity they are expressing in deference to the greater group, but this can be readily observed by an outsider (Conger 1997, p 179). Peer groups play a significant role during the development of adolescence. According to Head (1997) participating in a peer group helps an adolescent to learn social skills and to develop the ability to work within a group atmosphere. The peer group also helps develop the construct of identity during the adolescent years. Erikson identified the search for identity as the search of finding ‘sameness and difference’. Therefore, the search of one’s identity within the peer group is the search to locate the identity within the framework that Erikson established (p. 31). Part of the function of the peer group is to provide a group within which the adolescent feels safe in which to assert independence from the adults in his or her life. The peer group can also provide a place in which to rebel, to express whatever frustrations are provided by the familial and socio-economic environment which may be asserting pressure on the youth. The social identity theory, as developed by Tajfel, is defined by the comparisons of groups that an individual undergoes when assessing society. Social identity is discerned by identifying groups and then determining which groups one does and does not belong to (Head 1997, p. 35). There are three possible causes for anti-social behaviour being caused through the association with a peer group. The first cause may be that when clustered together, group members will encourage or dare each other more often towards risky behaviours that are anti-social. The second cause may be that it is easier to commit certain acts within a group. The third possible cause may be that people with similar deviant tendencies will cluster together (Coleman 2004, p. 187). Therefore, the causes of anti-social behavior in adolescents may be defined by the search for identity, where the similarity in beliefs, frustrations, or desires of individuals come into harmony with others and are expressed through rebellions against adults or representations of authority. This may lead to joining a deviant peer group, which is defined by Abbott (2001) as a group which endorses criminal or anti-social behaviour (p. 116). The social identity theory suggests that adolescents may use these types of expressions of behaviour in order to search for their identity through comparisons of ways in which they are similar or different, attaching to those groups who seem to be most like the individual, or like what the individual aspires to represent. This also reflects that definition given by Erikson that an individual is searching for sameness and differences when searching for identity (Coleman & Hendry 2004). Another theory in defining the causes for some anti-social behaviour in schools is that it is actually camouflage for students who are having learning problems. While these students may then be clustering together because of a sensed sameness, the underlying problem is that they cannot work with the established school structure; therefore, they are working against it in order to raise their self esteem through rebellion (Garner 1999, p. 23). With the White Paper of 1997, a program of ‘zero tolerance of failure’, intended that no child should be left without an education. Part of this program was intended to focus on the individual needs of each student, using smaller classrooms and recognizing that each individual has an individual set of talents (Chitty 2002, p. 94). As students are individually addressed, their strengths and weaknesses can be addressed so that they feel and become successful (Chitty 2002, p. 94). Conversely, when learning issues prevent successful learning, deviant behaviour can be the result (Chitty 2002, p. 94). There can be a direct causal relationship between a childs learning difficulties and his or her disruptive or delinquent antisocial behaviors. Significant associations have been found time after time between learning difficulties and antisocial behavior problems and various studies have supported this view. Children with learning difficulties might misunderstand social signals or act on impulse. Their social interpreters that assist them understand the purpose of anothers behaviors; that is, their information processing systems, do not work as efficiently as those of other children. Children with learning difficulties frequently discover themselves, in the lower faction of the academically specified rank among their peers. Students with learning difficulties often suffer the pain of not being among those students who are the best readers or the best spellers. They know they try so much harder. They see little benefit from effort and are concerned about disappointing parents, teachers and themselves (Rutter et al. 1976). Disadvantaged social ranking, along with incapacity to correctly understand social cues, and a feeling that no matter how hard they try they cannot excel in school like other students, or their siblings. This feeling results in regular disruptive antisocial behaviors. For such children, behaving in an antisocial manner discharges feelings of frustration. It gives a break from anxiety and can be self-reinforcing. It also diverts attention of peers, parents and teachers, from the real issues of learning difficulties (Rutter et al. 1976). According to Cooper (1992), if learning difficulties are not handled properly from an early age, the resulting behaviours will gravitate towards adjustment difficulties (p. 179). Through the use of smaller groups and giving attention to the individualized talents and issues of each student, many of these behaviours can be thwarted before they manifest in adulthood. Slot, John, and Halpern (2003) directed teaching towards civically minded topics will build students who are more engaged in their society (p. 195). However, if attention is not paid to the issues with learning that students might experience, they will not care about these issues as they grow into their rebellious stage of adolescence (Slot, John & Halpern 2003). If the education system doesn’t engage in the needs of the students, then the student will seek out others who will fulfil their need to feel successful, thus disengaging them from the established order (Slot, John & Halpern 2003). Once a child feels he or she is outside of the system, he or she will seek others who also feel this way (Slot, John & Halpern 2003). Actively engaging children in the system and creating structures in which to achieve success will diminish the need for anti-social behaviour in adolescence as they seek to create a sense of identity through clustering with others who cannot engage in the system (Slot, John & Halpern 2003). Schools can play an essential, synchronizing role in partnership with families and social service agencies in dealing with the challenging problems presented by antisocial students (Walker et al. 1996). Schools can make use of a classroom counseling/crisis intervention approach, a life-space interview that provides teachers "here and now" strategies to assist a child recognize the cause of problem behaviors so that behavior modification can start. Through a method of "emotional first aid on the spot", the teacher aids the student in getting rid of the frustration in order to be prepared to recognize the causes of the disruptive behavior by using a method known as reality rub-in. The teacher assists the student determine new ways to deal with a difficult situation. This also involves helping the child realize self-boundaries. Children who feel deprived among peers will often allow others to take advantage of them. In so doing they look to gain peer support. When the expected support does not follow, frustration in children rises, thus resulting in antisocial behavior. Therefore, school personnel along with parents and other agencies need to work together to help children and adolescents overcome behavior problems such as anti-social behavior. Therefore, along with corrective education, cognitive and behavior therapies have significant role in dealing with children indulging in antisocial behavior. References Abbott T 2001 ‘Social and personality development’, Routledge, London. American Psychiatric Association (APA) 1994, ‘Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition’, American Psychiatric Association, Washington, DC. Chitty, C 2002, ‘Understanding schools and schooling’, Routledge Falmer, London. Coleman, JC & Hendry, L, 2004, ‘The nature of adolescence’, Routledge, London. Cooper, P 1992 ‘Effective schools for disaffected pupils’, Routledge, London. Conger, J 1997, ‘Adolescence and youth: psychological development in a changing world’, Longman, New York. Garner, P 1999 ‘Pupils with problems’, Trentham Books, Stoke. Head, J 1997 ‘Working with adolescents: constructing identity’, Falmer Press, London. Rutter M, Tizard J, Whitmore K, 1970’ ‘Education, health and behavior’, Longmans, London. Slote MZ, John, P & Halpern, D, 2003, ‘Compulsory citizenship for the disenfranchised: benchmarking students, schools and social and political attitudes before the Citizenship Order’, The Curriculum Journal, vol. 14, no. 2, pp.181-199. Walker, HM, Horner, RH, Sugai, G, Bullis, M, Sprague, JR, Bricker, D, & Kaufman, MJ, 1996, ‘Integrated approaches to preventing antisocial behavior patterns among school-age children and youth’ Journal of Emotional and Behavioral Disorders, vol. 4 no. 4, pp.194-209. Read More

The first cause may be that when clustered together, group members will encourage or dare each other more often towards risky behaviours that are anti-social. The second cause may be that it is easier to commit certain acts within a group. The third possible cause may be that people with similar deviant tendencies will cluster together (Coleman 2004, p. 187). Therefore, the causes of anti-social behavior in adolescents may be defined by the search for identity, where the similarity in beliefs, frustrations, or desires of individuals come into harmony with others and are expressed through rebellions against adults or representations of authority.

This may lead to joining a deviant peer group, which is defined by Abbott (2001) as a group which endorses criminal or anti-social behaviour (p. 116). The social identity theory suggests that adolescents may use these types of expressions of behaviour in order to search for their identity through comparisons of ways in which they are similar or different, attaching to those groups who seem to be most like the individual, or like what the individual aspires to represent. This also reflects that definition given by Erikson that an individual is searching for sameness and differences when searching for identity (Coleman & Hendry 2004).

Another theory in defining the causes for some anti-social behaviour in schools is that it is actually camouflage for students who are having learning problems. While these students may then be clustering together because of a sensed sameness, the underlying problem is that they cannot work with the established school structure; therefore, they are working against it in order to raise their self esteem through rebellion (Garner 1999, p. 23). With the White Paper of 1997, a program of ‘zero tolerance of failure’, intended that no child should be left without an education.

Part of this program was intended to focus on the individual needs of each student, using smaller classrooms and recognizing that each individual has an individual set of talents (Chitty 2002, p. 94). As students are individually addressed, their strengths and weaknesses can be addressed so that they feel and become successful (Chitty 2002, p. 94). Conversely, when learning issues prevent successful learning, deviant behaviour can be the result (Chitty 2002, p. 94). There can be a direct causal relationship between a childs learning difficulties and his or her disruptive or delinquent antisocial behaviors.

Significant associations have been found time after time between learning difficulties and antisocial behavior problems and various studies have supported this view. Children with learning difficulties might misunderstand social signals or act on impulse. Their social interpreters that assist them understand the purpose of anothers behaviors; that is, their information processing systems, do not work as efficiently as those of other children. Children with learning difficulties frequently discover themselves, in the lower faction of the academically specified rank among their peers.

Students with learning difficulties often suffer the pain of not being among those students who are the best readers or the best spellers. They know they try so much harder. They see little benefit from effort and are concerned about disappointing parents, teachers and themselves (Rutter et al. 1976). Disadvantaged social ranking, along with incapacity to correctly understand social cues, and a feeling that no matter how hard they try they cannot excel in school like other students, or their siblings.

This feeling results in regular disruptive antisocial behaviors. For such children, behaving in an antisocial manner discharges feelings of frustration. It gives a break from anxiety and can be self-reinforcing. It also diverts attention of peers, parents and teachers, from the real issues of learning difficulties (Rutter et al. 1976). According to Cooper (1992), if learning difficulties are not handled properly from an early age, the resulting behaviours will gravitate towards adjustment difficulties (p. 179).

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