Social Learning Theory and Causes of Crime

Social Learning Theory and Causes of Crime

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Social Learning Theory and Causes of Crime

Introduction

Social learning theory is among the most looked at theories in criminology field. The theory states that deviant and criminal tendencies arise from the imitation and reinforcement of an individual’s environment. Noteworthy, the pioneers of social learning theory attempt to explain why some people tend to partake in criminal activities and why another group of individuals restrains from crime. Generally, social learning theory stipulates the significance of human interactions and the consequence that they have on influencing the manner in which individuals learn and participate in the crime itself. Notably, social learning theory was introduced into the field of criminology by Ronald L. Akers, which stems out from the differential association theory that was developed by American Criminologist Edwin H. Sutherland (Akers and Sellers, 2009). The social learning theory is popular among criminologists and can be used to elucidate on the wide array of criminal conduct especially the causes of crime.

Literature Review

          The social learning theory was developed as a means to explicate the reasoning and motives as to why some individuals participate in a crime, as well as why others do not involve in crime. Generally, it is believed that social learning theory as a common perspective on deviance and similar criminal trends emerged as part of the broader movement toward the incorporation of the contemporary behaviorism into sociological theory (Hartinger-Saunders and Rine, 2011). Akers successfully enhanced the social learning theory by expanding off Sutherland’s ideas in his differential association theory. Noteworthy, Sutherland published his theory in is 1947 edition of his criminology book which dominated the field of criminology trends over three decades. Unlike Sutherland, whose main intention was only to focus on the contemporary learning, Akers intentions also tried to account for the non-traditional ways in which people learn certain trends. The elements of social learning theory, as a general theory of criminology, are not only supposed to explain a broad array of deviant and offending behaviors, but they are also applicable to all people (Yarbrough, et al., 2012). Essentially, since the hypothesis can be applied to all the individuals partaking in criminal activities, the criminological community has provided a great deal of support to the theory.

        According to Yarbrough et al. (2011), differential association states that a person who is involved in antisocial behavior or who defines antisocial behavior positively or who is exposed to peers is most likely to participate in similar behaviors. This is notably the first of the four elements of Akers social learning theory to occur. Generally, this element exposes people to specific values, definitions, and norms of the delinquent groups in a community. In addition, these new definitions, norms, and values can make an individual to rationalize the reasons for doing a certain crime, and even view their actions as legitimate. As Simons and Burt (2011) stipulates, offenders do not normally view their behaviors as immoral or evil, instead they consider their actions as sensible, compelled, inevitable and necessary by the constraint of the situation.