越軌社會(huì)學(xué) 第12版 課件全套 第1-15章 What Is Deviant Behavior-Underprivileged Deviance

DeviantBehaviorTwelfthEditionChapter1WhatIsDeviantBehavior?LearningObjectives1.1:

Identifyyourpersonaldefinitionsofdeviantbehavior1.2:

Comparesociologicalperspectivesondeviance1.3:

Characterizethepositivistperspectiveondevianceusingtheirthreemajorassumptions1.4:

Describetheassumptionsoftheconstructionistperspectiveondeviance1.5:

Relatethemainsociologicalperspectivestopublicconsensusondeviance1.6:DifferentiatebetweendevianceandcrimeWhatIsDeviantBehavior?AnAcademicAdventureBeginsObjective:IdentifyyourpersonaldefinitionsofdeviantbehaviorWhatdoYOUconsidertobedeviant?Whatdosociologistsconsidertobedeviant?ConflictingDefinitions(1of4)Objective:ComparesociologicalperspectivesondevianceSociologistshaveaproposedvarietyofdefinitionsfordeviantbehaviorConflictingDefinitions(2of4)DevianceisrealinandofitselfOtherspointoutthatsomearefalselyaccusedormisdiagnosedasdeviantLabelingConflictingDefinitions(3of4)Otherspointtoroleofpowerindefiningdeviance,detectionofdeviance,andsuccessfullybeinglabeleddeviantConflictingDefinitions(4of4)PositivistperspectiveConstructionistperspectiveThePositivistPerspective(1of4)Objective:CharacterizethepositivistperspectiveondevianceusingtheirthreemajorassumptionsHasthreeassumptionsAbsolutismObjectivismDeterminismThePositivistPerspective(2of4)AbsolutismAssumesdevianceisabsoluteorintrinsicallyrealObjectivityIntrinsiccharacteristicsBiologicalfactorsThePositivistPerspective(3of4)ObjectivismSociologistsbelievedtheycouldstudyhumanbehaviorlikenaturalscientistsThePositivistPerspective(4of4)DeterminismPhysicalphenomenaHumanshavesomefreechoiceTheConstructionistPerspective(1of6)Objective:DescribetheassumptionsoftheconstructionistperspectiveondevianceEmergedin1960sAssumesdevianceis:AlabelAsubjectiveexperienceAvoluntaryactTheConstructionistPerspective(2of6)RelativismIntrinsiccharacteristicsDevianceisunrealAnonymousTheConstructionistPerspective(3of6)SubjectivismPersonalexperienceControlLookingatpositivistsUnderstandingdeviantsTheConstructionistPerspective(4of6)TheConstructionistPerspective(5of6)TheConstructionistPerspective(6of6)VoluntarismFreewillSocialcontrolagenciesLabelingAnIntegratedViewObjective:RelatethemainsociologicalperspectivestopublicconsensusondeviancePositivistandconstructionistsocialistsDevianceisbotharealandalabelandonecannotexistwithouttheotherTable1.1ASummaryofTwoPerspectivesPositivistPerspectiveConstructionistPerspectiveAbsolutism:Devianceisabsolutely,intrinsicallyreal;hence,devianceordeviantscanbethesubjectofstudy.Relativism:Devianceisalabel,definedassuchatagiventimeandplace;hence,labelers,labeling,andimpactoflabelingcanbethesubjectofstudy.Objectivism:Devianceisanobservableobject;hence,objectiveresearchmethodscanbeused.Subjectivism:Devianceisasubjectiveexperience;hence,subjectiveresearchmethodscanbeused.Determinism:Devianceisdeterminedbehavior,aproductofcausation;hence,causal,explanatorytheorycanbedeveloped.Voluntarism:Devianceisavoluntaryact,anexpressionoffreewill;hence,noncausal,descriptivetheorycanbedeveloped.AWordAboutDevianceandCrimeObjective:DifferentiatebetweendevianceandcrimeDeviancediffersfromcrimeandcriminologyViolatingalawFormalnormDevianceandcrimeCopyrightDeviantBehaviorTwelfthEditionChapter2PositivistTheoriesLearningObjectives2.1:Explainadeviantactivityaccordingtodifferentversionsofanomie-straintheory2.2:Describethesociologicalapplicationsofsociallearningtheory2.3:ComparewaysthatdifferentversionsofcontroltheoryexplainconformityIntroductionAnomie-StrainTheoryObjective:Explainadeviantactivityaccordingtodifferentversionsofanomie-straintheoryAnomie:breakdownofsocialnormsA-StheoryexamineshowanomiecausesdevianceAlbertCohenextendedMerton’stheoryMerton:TheGoal-MeansGap(1of2)DurkheimwasinspirationforMertonMerton:DifferentviewthanDurkheimMertonfocusedongoal-meansgapValueofsuccessinsocietyMerton:TheGoal-MeansGap(2of2)Merton:LegitimatemeansofsuccessnotfreelyavailabletoallclassesTable2.1ATypologyofResponsestoGoal–MeansGapResponseSuccessGoalLegitimateMeans1.Conformity++2.Innovation+-3.Ritualism-+4.Retreatism--5.Rebellion-+-+Cohen:StatusFrustrationCohenmodifiedMerton’sstraintheoryLower-classyouthsareheldtomiddle-classstandardsofbehaviorandperformanceCohen’stheoryandMerton’stheoryarebasicallythesameClowardandOhlin:DifferentialIllegitimateOpportunity(1of2)ClowardandOhlinonMerton’stheoryClowardandOhlin:DifferentialIllegitimateOpportunity(2of2)Threetypesofillegitimateopportunities/subculturesTable2.2ThreeVersionsofAnomie-StrainTheoryMerton:Goal–meansgap

devianceCohen:Goal–meansgap

statusfrustration

devianceClowardandOhlin:Goal–meansgap

differentialillegitimateopportunity

differentdeviantactivitiesRecentDevelopmentsNewdirectioninA-StheoryRobertAgnewEvaluatingAnomie-StrainTheoryThistheoryhasatleasttwoproblemsSocialLearningTheory(1of3)Objective:DescribethesociologicalapplicationsofsociallearningtheoryDeviantbehaviorislearnedthroughone’sinteractionwithothersLikeanyotherbehaviorSutherland:DifferentialassociationIfpeopleassociatewithpeoplewhoholddeviantideasmorethanwithpeoplewhoembraceconventionalideas,theindividualislikelytobecomedeviantSocialLearningTheory(2of3)Glaser’sdifferentialidentificationtheoryBurgessandAkers’differentialreinforcementorsociallearningSocialLearningTheory(3of3)EvaluatingsociallearningtheoryTable2.3ThreeVersionsofSocialLearningTheorySutherland:Differentialassociation

criminalbehaviorGlaser:Differentialassociation

differentialidentification

criminalbehaviorBurgessandAkers:Differentialassociation

differentialreinforcement

criminalbehaviorControlTheory(1of6)Objective:ComparewaysthatdifferentversionsofcontroltheoryexplainconformityExploreswhypeopleconform,notdeviateHirshi,Gottfredson,andTittle:SocialBond,Self-Control,andControlBalanceControlTheory(2of6)Tittle:lackofcontrolbalanceControlTheory(3of6)SykesandMatza:NeutralizationandDriftHowthencouldpeople(especiallyjuveniles)commitcrimes?TechniquesControlTheory(4of6)Braithwaite:proposedshamingasformofsocialcontrolControlTheory(5of6)Deterrencedoctrine:emphasizesroleofformalsocialcontrolindeterringdevianceGeneraldeterrenceSpecificdeterrenceControlTheory(6of6)EvaluatingcontroltheoryTable2.4PositivistTheoriesofDeviance(1of3)Anomie-StrainTheory:Socialstraincausesdeviance.Merton’sgoal–meansgap:Devianceisprevalentinsocietybecausethesocietyencouragespeopletoachievesuccesswithoutprovidingequalopportunityforachievingit.Cohen’sstatusfrustration:Devianceisprevalentamonglower-classyouthsbecausetheyfailtoachievestatusinamiddle-classschoolenvironment.ClowardandOhlin’sdifferentialillegitimateopportunity:Lower-classyouthsarelikelytoengageindelinquentactivitiesiftheyhaveaccesstoillegitimateopportunity.Latestversionsofthetheory:TheAmericanDreamcontributestodeviancebydirectlyencouragingtheuseofillegalmeanstoachievesuccess,whilevarioussocialstrainscausedeviancebyproducingsuchemotionsasfrustrationandanger.Table2.4PositivistTheoriesofDeviance(2of3)SocialLearningTheory:Devianceislearnedthroughsocialinteraction.Sutherland’sdifferentialassociation:Peoplearelikelytobecomedeviantiftheyassociatewithpeopleholdingdeviantideasmorethanwithpeopleholdingantideviantideas.Glaser’sdifferentialidentification:Peoplearelikelytobecomedeviantiftheyidentifythemselvesmorewithdeviantsthanwithnondeviants.BurgessandAkers’sdifferentialreinforcement:Deviantsarelikelytocontinueengagingindeviantactivitiesiftheyhavebeenrewardedmorethanpunishedfortheirpastdeviance.Table2.4PositivistTheoriesofDeviance(3of3)ControlTheory:Lackofsocialcontrolcausesdeviance.Socialbond,self-control,andcontrolbalance:Peoplearelikelytobecomedeviantiftheirbondtosocietyandtheirself-controlareweakoriftheyhaveacontrolsurplusordeficit.Braithwaite’sreintegrativeshaming:Peoplearelikelytobecomedeviantiftheyarenotmadetofeelashamedfortheirwrongdoingortofeeltheyareanintegralpartofsociety.Thedeterrencedoctrine:Peoplearelikelytobecomedeviantiftheyknowtheirdeviantactsarenotpunishedwithseverity,certainty,orswiftness.CopyrightDeviantBehaviorTwelfthEditionChapter3ConstructionistTheoriesLearningObjectives3.1:Outlinethesymbolicinteractionsthatoccurwhenapersonislabeleddeviant3.2:Describephenomenologicalapproachestodeviance3.3:Explainhownarrativesimpactourunderstandingofdeviance3.4:RelateconflicttheoriestocrimeIntroductionLabelingTheory(1of6)Objective:OutlinethesymbolicinteractionsthatoccurwhenapersonislabeleddeviantAversionofsymbolicinteractionism;emphasizesimportanceoflabelingTwocentralideasInteractionSymbolicLabelingTheory(2of6)Wholabelswhom?Labelersrepresent

manythingsLabelingTheory(3of6)ConsequencesoflabelingDeviancelabelsproducenegativeconsequencesforthosereceivinglabelTannenbaum:becomingacriminalLabelingTheory(4of6)EdwinLemertmadeexplicitthedistinctionbetweenthesetwoformsofbehaviorPrimarySecondaryLabelingTheory(5of6)ConsequencesforthelabelerEriksonLabelingTheory(6of6)EvaluatinglabelingtheoryHasdrawnalotofcriticismPhenomenologicalTheory(1of4)Objective:DescribephenomenologicalapproachestodevianceDelvesintopeople'ssubjectivityCritiqueofpositivistsPhenomenologicalTheory(2of4)Tophenomenologists,whatdeviancemeansisfundamentallyproblematicThemeaningsthatpositivistsascribetodevianceareabstractinnaturePhenomenologicalTheory(3of4)Useofethnography(appliedphenomenology)HaroldGarfinkelJackKatzPhenomenologicalTheory(4of4)EvaluatingphenomenologicaltheoryPositivistscannotgetattheessenceofdeviantrealityDevianceasDramaandWarrior

NarrativesObjective:ExplainhownarrativesimpactourunderstandingofdevianceDramaturgyandStigmaGoffmanWarriorNarrativesJordanandCowanCriticalTheory(1of9)Modernsocietyispluralistic,diverse,andfullofconflictsSocialconflictCulturalconflictCriticalTheory(2of9)Chambliss:identifiedthedifferencebetweenlawonthebooks&lawinactionQuinney:blamesunjustlawonthecapitalistsystemCriticalTheory(3of9)CriticalTheory(4of9)ConflicttheoryMarxisttheoristsCapitalismCriticalTheory(5of9)CriticaltheoryVictimizationOldercriminologistsstilluse“conflicttheory”ZerotoleranceCriticalTheory(6of9)FeministtheoryAlltheoriesaremeanttoapplytobothsexesWhatdoyouthinkFeministtheoristsbelieve?CriticalTheory(7of9)PowertheoryPowerfularemorelikelytogetinvolvedinprofitabledeviancethanthepowerlessPowercanalsobeanimportantcauseofdevianceCriticalTheory(8of9)PostmodernisttheoryEmergedinphilosophicalmovementinFrancethatquestionedthebasicvaluesofmodernismNewideasCriticalTheory(9of9)EvaluatingcriticalandconflicttheoryCan’texplaincommon-lawcrimesandvicesWronginassumingthatautopian,socialistsocietywouldbefreeofdeviantbehaviorTable3.1ConstructionistTheoriesofDeviance(1of2)LabelingTheory:Relativelypowerfulpersonsaremorelikelytolabelthelesspowerfulasdeviantthanviceversa,andbeinglabeleddeviantbysocietyleadspeopletoseethemselvesasdeviantandliveuptothisself-imagebyengaginginmoredeviancy.PhenomenologicalTheory:Lookingintopeople’ssubjectiveinterpretationoftheirownexperiencesiskeytounderstandingtheirdeviantbehavior.Table3.1ConstructionistTheoriesofDeviance(2of2)ConflictTheory:LegalReality:Lawenforcementfavorstherichandpowerfuloverthepoorandweak.SocialReality:Thedominantclassproducescrimebymakinglaws,enforcinglaws,oppressingsubordinateclasses,andspreadingcrimeideology.Marxist:Devianceandcrimestemfromtheexploitativenatureofcapitalism.Feminist:Conventionaltheoriesofdeviancemightbeinapplicabletowomen,andthestatusofwomenasvictimsandoffendersreflectsthecontinuingsubordinationofwomeninpatriarchalsociety.Usinggenderasalenstostudysocietyrevealsmuchaboutbothmenandwomen,asdoesintegratingclassandraceintoanalyses.Power:Becauseofstrongdeviantmotivation,greaterdeviantopportunity,andweakersocialcontrol,thepowerfularemorelikelytoengageinprofitabledeviancythanarethepowerlesstoengageinrelativelyunprofitabledeviancy.Postmodernist:“Privileged”languageofthepowerfuldominatesthe“marginalized”languageandthusthelivesoftheweakasdeviants.CopyrightDeviantBehaviorTwelfthEditionChapter4PhysicalViolenceLearningObjectives(1of2)4.1:Comparemurderwithformsofassault4.2:Explainthedifferencesinmurderdemographics4.3:Differentiatehomicidepatternsbysocioeconomicclass4.4:Characterizedifferentformsofhomicide4.5:Differentiatebetweenmassandserialmurders4.6:Describethesocialprofileofserialkillers4.7:IdentifysocialinfluencesonhomicidebasedonglobalstatisticsLearningObjectives(2of2)4.8:Evaluatefactorsforcontributiontoschoolviolence4.9:Identifycommoncharacteristicsofstalkers4.10:Summarizethemotivationsofhatekillers4.11:Describethesocialfactorsassociatedwithgenocide4.12:Analyzethemotivationsassociatedwithterrorism4.13:Evaluatepositivisttheoriesonthecausesofhomicide4.14:OutlinereasonswhythedeathpenaltyisnotadeterrenttomurderIntroductionAssaultandAggravatedAssaultObjective:ComparemurderwithformsofassaultAssault:unlawfuluseofphysicalforceagainstanotherpersonAggravatedassaultinvolvesintenttokillortheuseofadeadlyweaponHowdoesassaultdifferfromhomicide?WhoIsMoreLikelytoKill?(1of3)Objective:ExplainthedifferencesinmurderdemographicsClassandraceVariousstudieshaveclearlyindicatedthathomicidesareconcentratedheavilyinthelowerclassWhoIsMoreLikelytoKill?(2of3)Regions,LargeCities,andRuralAreasLargecitieshaveasignificantlyhighermurderratethansmallcities/ruralareasWhoIsMoreLikelytoKill?(3of3)GenderandAgeMorementhanwomenkill,andkillothermenTable4.1HowUrbanandRuralMurderRatesDifferWherePeopleLiveMurderRatein2015(per100,000population)Largecitieswithpopulationof250,000ormore100,000to249,99950,000to99,99910.16.23.7Ruralareas3.6Smallcitieswithpopulationof25,000to49,99910,000to24,999Fewerthan10,0003.42.92.8PatternsofKilling(1of3)Objective:DifferentiatehomicidepatternsbysocioeconomicclassTimeofkillingMostmurdersarecommittedintheheatofpassion;theredoesseemtobesomeconnectionbetweenseasonoftheyearandmurderHigherclassmurdersaremorepremeditated;shownovariationbytimeofyearorweekPatternsofKilling(2of3)PlaceofkillingMenWomenPatternsofKilling(3of3)MethodofkillingResearchoftenshowsthatthereisnothingspecialaboutthemethodsofkillingKillinginothercountriesCharacteristicsofHomicide(1of2)Objective:CharacterizedifferentformsofhomicideWarm-bloodedmurderManypeopleareapparentlyafraidofgettingattackedandkilledbystrangersDoingthevictimafavorCharacteristicsofHomicide(2of2)WinningatrivialargumentMurderisapparentlyaquickandeffectivewayforthepoortowinanargumentovertriflesHomicidefollowedbysuicideHomicide–suicideoffendersfirstkillanotherpersonandthenthemselvesMassandSerialMurderObjective:DifferentiatebetweenmassandserialmurdersMassmurder:killinganumberofpeopleataboutthesametimeandplaceDisgruntledemployeesHeadsoffamilyPseudocommandosSerialmurder:involveskillinganumberofpeopleoneatatimeFigure4.1MostVictimsKnowTheirKillers,WhereWeKnowtheRelationshipTheSocialProfileofSerialKillersObjective:DescribethesocialprofileofserialkillersMythsaboutserialkillersMonstersLady-killerBrilliantGlobalPerspectiveonHomicideObjective:IdentifysocialinfluencesonhomicidebasedonglobalstatisticsDevelopingcountriessuchasthoseinLatinAmerica,Asia,andAfricahavehigherhomicideratesthandodevelopedcountriessuchasthoseinNorthAmericaandWesternEuropeHighesthomiciderateintheworldindevelopedandundevelopedcountriesSchoolViolenceObjective:EvaluatefactorsforcontributiontoschoolviolenceSincethelate1990s,boysasyoungaselevengunneddownclassmatesorteachersinthepublicschoolsMentalillnessStalkingObjective:IdentifycommoncharacteristicsofstalkersStalkingMoststalkersknowtheirvictimsMostcasesaremenstalkingwomenNoracialdifferencesMostcommonformofstalkingHateKillingObjective:Summarizethemotivationsofhatekillers7,000+Americansperyearexperiencehatecrimes Why?MostlikelygrouptobetargetedTypesofkillersGenocide(1of2)Objective:DescribethesocialfactorsassociatedwithgenocideWhatisgenocide?Whataresomeexamples?Genocide(2of2)PerpetratorshaveajobofkillingothersunderordersBystandersareaveragecitizenswhousuallydonothingTheoriesofgenocideTerrorism(1of2)Objective:AnalyzethemotivationsassociatedwithterrorismTerrorismisextremeviolenceExamples?TheSeptember11AttacksTheUnitedStateshasobtainedassistancefromfriendlyMuslincountriesTerrorism(2of2)MythsaboutterrorismLackofsupportforthesemythsWhyDoPeopleKill?Objective:EvaluatepositivisttheoriesonthecausesofhomicideExternalrestrainttheorySocializationinaggressionbyphysicalpunishmentSubcultureofviolenceDoestheDeathPenaltyDeterMurder?Objective:OutlinereasonswhythedeathpenaltyisnotadeterrenttomurderThedeathpenaltyisnotveryeffectiveindeterringmurderSatisfiesthesocietalcryforretributionBrutalizingeffectFigure4.2TheDeathPenaltyandMurderCopyrightDeviantBehaviorTwelfthEditionChapter5SexualAssaultandChildMolestationLearningObjectives5.1:Describethemajorsocialpatternsassociatedwithrape5.2:Identifyfactorsthataffectarapesurvivor’sresponsestorape5.3:Identifysocialfactorsthatperpetuaterapeculture5.4:Explaintheglobalperspectiveonwartimerape5.5:Comparetheoriesonwhymenrapewomen5.6:Summarizesocialfactorsassociatedwiththerapeofmen5.7:DescribethesocialprofileofchildmolestersIntroductionPatternsofRape(1of7)Objective:DescribethemajorsocialpatternsassociatedwithrapeRacial,Age,andSituationalfactorsOneofthemostdifficultproblemsinlearningaboutrapeanditsprevalenceamongvariousgroups(asinanyareaofcriminaljusticestatistics)isdealingwiththelimitedreliabilityofofficialdatagatheredbythecriminaljusticesystemPatternsofRape(2of7)ThereisalsoasituationalfactorinrapePatternsofRape(3of7)PlanningandexecutionSincemostrapesinvolveacquaintances,family,friends,orlovers,theplanninglargelyentailstheoffenderusingsweettalk,romanticmoves,alcoholicbeverages,orsomeothermeanstoinducethewomantohavesex,andthensingle-mindedlystrivingtoachievehisaimwithoutpayinganyattentiontoherwishesPatternsofRape(4of7)GangrapeOfalltherapesstudiedbyAmir(1971),43percentweregangrapesPatternsofRape(5of7)AcquaintancerapeVerbalcoercionPsychologicalcoercionMostoften,rapesnotreportedtopolicearecommittedbyacquaintancesPatternsofRape(6of7)CampusrapeRapeisparticularlyprevalentoncollegecampusesIstheresomethinguniqueaboutthecampusitselfthatalsoencouragessexualaggression?PatternsofRape(7of7)ThemythofvictimprecipitationAmir(1971)foundthat19percentwereprecipitatedbythevictimsthemselvesEugeneKanin’sargumentConsequencesofRapeObjective:Identifyfactorsthataffectarapesurvivor’sresponsestorapeTherapesurvivor’sresponseTheresponsetorapevariesfromonesurvivortoanotherThefeelingofbeingrapedagain“Secondrape”frompoliceTheCultureofRape(1of2)Objective:IdentifysocialfactorsthatperpetuaterapecultureTreatingwomenlikemen’spropertyManysocietieshaveahiddencultureofrapeUsingwomeninmen’smasculinitycontests

Inasocietythatplacesahighpremiumoncompetition,menarepressuredtoengageinwhatmaybecalledamasculinitycontesttoprovetheirmaleprowessandtoearnamachoreputationamongpeersTheCultureofRape(2of2)ThemyththatwomenaskforitThereisapopularmyththatwomenhaveasecretwishtoberapedSocializinggirlstobevictimsTomakeiteasierformentorapewomen,therapecultureteachesgirlstoplaythestereotypically

feminineroleAGlobalPerspectiveonWartimeRapeObjective:ExplaintheglobalperspectiveonwartimerapeWartimerapeiswidespreadItisespeciallydehumanizingandbrutalWhyMenRapeWomen(1of2)Objective:ComparetheoriesonwhymenrapewomenPsychologicaltheoriesSocialpsychologicaltheory:sexualpermissivenessWhyMenRapeWomen(2of2)Feministtheory:genderinequalityMalepeersupporttheoryMalesasVictims(1of3)Objective:SummarizesocialfactorsassociatedwiththerapeofmenInsidetheprisonTheexperienceofamanbeingrapedbyanotherintheprisonisgenerallyconsideredtoberelativelycommonWhyaretheresomanyrapesinprison?MalesasVictims(2of3)InsidetheprisonWhyaretheresomanyrapesinprison?MalesasVictims(3of3)OutsidetheprisonCanwomenrapemen?ChildMolesting(1of4)Objective:DescribethesocialprofileofchildmolestersSomebasicfactsThereareallkindsofstudiesgivingvastlydifferentestimatesofhowcommonchildmolestationisChildMolesting(2of4)AsocialprofileofchildmolestersWhataretheircharacteristics?ChildMolesting(3of4)AsocialprofileofchildmolestersWhataretheircharacteristics?(Continued)ChildMolesting(4of4)MolestingBoysThescandalofpedophilepriestsCopyrightDeviantBehaviorTwelfthEditionChapter6FamilyViolenceLearningObjectives(1of2)6.1:Differentiatemythsfromtherealityoffamilyviolence6.2:OutlinetheextentoffamilyviolenceinU.S.society6.3:Explainthesocialfactorsassociatedwithmaritalrape6.4:Analyzethecausesofbehaviorsassociatedwithwifeabuse6.5:Describesocialfactorsrelatedtochildabuse6.6:IdentifyriskfactorsforelderabuseLearningObjectives(2of2)6.7:Describethesocialprofileoffamilyabusers6.8:Describetheimpactoffeminismonfamilyviolence6.9:Comparepositivisttheoriesonfamilyviolence6.10:EvaluatefamilyviolenceprotectionintheUnitedStatesIntroductionMythsAboutFamilyViolenceObjective:DifferentiatemythsfromtherealityoffamilyviolenceMyth:familyviolencehitsthepooronlyMyth:violenceandlovecannothappentogetherMyth:mostabusedchildrengrowuptobeabusiveparentsMyth:alcoholanddrugsareinvolvedinmostfamilyviolenceTheExtentofFamilyViolenceObjective:OutlinetheextentoffamilyviolenceinU.S.societyTheextentoffamilyviolencevariesfromoneresearchreporttoanotherMaritalRape(1of2)Objective:ExplainthesocialfactorsassociatedwithmaritalrapeThenatureofmaritalrapeEntitledtosexMaritalRape(2of2)MostoffendersassumethattheyareentitledtohavesexwiththeirwiveswhetherthespouseswanttoornotThreecausesWifeBeating(1of2)Objective:AnalyzethecausesofbehaviorsassociatedwithwifeabuseTheNatureofWomanAbuseWhyDon’tSomeBatteredWivesLeave?WifeBeating(2of2)CausesofwomanabusePatriarchalsocietyChildAbuse(1of3)Objective:DescribesocialfactorsrelatedtochildabuseThenatureofchildabuseChildrensufferfromabusefromavarietyofsourcesChildAbuse(2of3)CausesofchildabuseSociologistshavediscoveredanumberofcausalfactorsinchildabuseChildAbuse(3of3)FemalegenitalmutilationEuphemisticallycalled“femalecircumcision,”femalegenitalmutilationinvolvescuttingoffsomeofthefemalegenitaliasuchastheclitoris,itsforeskin,orthelabiaReasons?ElderAbuseObjective:IdentifyriskfactorsforelderabuseThenatureofelderabuseElderabuseoftenappearsintheformofneglect,emotionalabuse,financialexploitation,orphysicalabuseCausesofelderabuseSandwichedgenerationASocialProfileofFamilyAbusersObjective:DescribethesocialprofileoffamilyabusersAgeClassGenderStressfulLifeSocialIsolationAGlobalPerspectiveonFamilyViolenceObjective:DescribetheimpactoffeminismonfamilyviolenceFamilyviolencetakesplaceineverysocietyFamilyviolenceoccursmoreoftenindevelopingcountriesTheoriesofFamilyViolenceObjective:ComparepositivisttheoriesonfamilyviolenceSociallearningtheoryStresstheoryExchangetheorySocialResponsestoFamilyViolence(1of2)Objective:EvaluatefamilyviolenceprotectionintheUnitedStatesProtectingwomen:maritalrapeandbatteringAllstateshaslawsagainstmaritalrapeSeekingprotectionProtectingchildrenSocialResponsestoFamilyViolence(2of2)ProtectingeldersServicestoprotecteldersCopyrightDeviantBehaviorTwelfthEditionChapter7SuicideandSelf-HarmLearningObjectives(1of2)7.1:Differentiatetheapproaches