CRIM 105 ðŸ WEEK 2&3
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1
A minor, a youth, or one who is not
emancipated by the law.
Those who are below the age of majority.
⢠Refers to a person below 18 years of age
or those who are unable to fully take care
of themselves from abuse, neglect,
cruelty, exploitation, or discrimination
because of physical or mental disability or
conditions.
JUVENILE
2
An act lowering the age of
majority from 21 to 18 years old and
amending such purpose EO 209 (21
YEARS OLD). Approved on December
13, 1989.
RA 6809
3
refers to the failure and act as
required by the law, or the non-performance of a duty or obligation that is mandated by existing law or rule.
DELINQUENCY
4
one whose behavior has brought
a minor or child in repeated conflict with the law.
DELINQUENT
5
An anti-social behavior or act that does
not conform to the standards of
society.
Youth behavior that is against the
norms and regulations of society,
which, if left unchecked, would give
rise to criminality.
⢠Describes many disapproved
behaviors of children or youth.
⢠Anti-social acts or behavior of children
that deviate from the normal pattern of
rules and regulations, customs, and
culture that society does not accept,
and which therefore justify some kind
of admonition, punishment, or
corrective measures.
JUVENILE DELINQUENCY
6
An act or omission that is not considered punishable when conducted by an adult may not be considered punishable, but
which are considered wrong when committed by a minor,
STATUS OFFENSE
7
Characterized by disobedience to, or disrespect
for, authorities.
ANTI SOCIAL
8
is an act committed by an adult.
An act that breaks the criminal code
which is created by society through
written laws.
A person who committed a crime
can be dealt with accordance with
the criminal justice system.
CRIME
9
are acts committed by minors.
Acts that merely break' cultural law
or norms.
A child is under the process known
as the juvenile justice system.
DELINQUENCY
10
the oldest known code for thousands of years, dating back 2270 B.C, used by the
society to regulate behavior, at the same time to punish those who disobeyed the rules. It establishes a social order based on individual rights.
It is the origin of the legal
principle of LEX TALIONES" or "LEX TALIONIS, that is, "AN EYE FOR AN EYE".
CODE OF HAMMURABI
11
In 1641, the General Court of Massachusetts passed the which stated that children
who disobeyed
STUBBORN CHILD LAW
12
Approximately two thousand years ago, dÃstinction between juveniles and adults based on the notion of "AGE OF RESPONSIBILITY
ROMAN LAW OR CANON LAW
13
The Talmud specified a condition under which immaturity was to be considered in imposing punishment.
There was no corporal
punishment before puberty, which was the age of 12 for females and 13for males. In addition, no capital punishment is to be imposed on those offenders under
20 years of age.
ANCIENT JEWISH LAW
14
children under the age of 7 were presumed incapable of forming criminal intent and therefore were not subject to criminal sanctions.
Children between 7
and 14 were not subject to criminal sanctions
unless it could be demonstrated that they had
formed criminal intent, understood the
consequences of their actions, and could
distinguish right from wrong.
Children over 14 were treated much the same as adults.
ANGELO SAXON COMMON LAW
15
Includes the child saving movement. Concerned citizens eventually formed
a social activist group called Child Savers, which believes that children are born good and become bad.
Juvenile children were blamed on bad
environments.
This led to the creation of the
doctrine of Parens Patriae.
MIDDLE OF 19TH CENTURY
16
THE CHILD AND YOUTH WELFARE CODE" - under the said law, a person who is over 9 years old but under 21 years old at the time of commission of the offense who commits a crime is known as "YOUTHFUL OFFENDER". This provision was later amended by PD 1179.
PD 603
17
amended PD 603, requiring a youth offender to apply suspension of
His sentence. Under said amendment, the suspension of sentence is discretionary
upon the court if it finds that the best interest of the offender as well as the public
will be served thereby.
PD 1179
18
a child above 15 years but below 18 years of age shall likewise be exempt from criminal liability and be subjected to an intervention program, unless he/she has acted with discernment, in which case such a child shall be subjected to the appropriate proceedings following this act.
RA 9344
19
in 1704 in Rome, established the Hospital of St.
Michael's, the first institution for the treatment of juvenile offenders. The
stated purpose of the hospital was to correct and instruct unruly youth so
they might become useful citizens.
POPE CLEMENT XI
20
In 1788, he established the first private and
separate institution for youthful offenders in England. The goal of the
institution was to educate and instruct in some useful trade or occupation
the children of convicts or such other infants, poor as engaged in a
vagrant and criminal course of life.
ROBERT YOUNG
21
the first man who attempted to find out the
process of the beginning of the delinquency subculture.
ALBERT K COHEN
22
This was established for the confinement of the hordes of unruly children who infested the streets of new industrial towns" of England
KINGSWOOD REFORMATORY
23
In 1818, the committee gave the term
"Juvenile Delinquency". It was first publicly recognized by referring to it as a major cause
of pauperism. (a state of extreme poverty or destitution.)
NEW YORK COMMITTEE ON PAUPERISM
24
The first juvenile or "family" court was established in Cook County, Illinois.
1899
25
It was the first house correction in England.
They confined both children and adults considered to be idle and
disorderly.
BRIDEWELLS
26
was established
in 1704. John Howard, a reformer, brought to England from Rome
a model of the first institution for treating juvenile offenders. He
was often thought of as the Father of Prison Reform.
HOSPICE OF ST MICHAELS
27
it was situated in New York in 1825. It
was opened to house juvenile delinquents who were defined in its
character as "Youths convicted of criminal offenses or found in
vagrancy."
HOUSE OF REFUGE
28
The child begins with petty larceny between the ages of 8 and sometimes during the 12th year.
EMERGENCE
29
He then may move
on to shoplifting and vandalism between
the ages of 12 and 14
EXPLORATION
30
At the age of 13, a
substantial increase in variety and
seriousness.
EXPLOSION
31
At around 15,
four or more types of crimes are added
CONFLAGRATION
32
Those who continue into adulthood will progress into more sophisticated or more violent forms of criminal behavior.
OUTBURST
33
The doctrine that does not consider delinquent
acts as criminal violations, thus making
delinquents non-criminal persons and cannot be found guilty of a crime and punished like an
adult criminal.
⢠Views a minor who violates the law as a victim
of improper care, custody, and treatment at
home.
⢠Assumption by the state of the role of guardian
over children whose parents are deemed
incapable or unworthy.
⢠The authority of the state to act on behalf of the children.
PARENTS PATRIAE
34
Those who become delinquent due
to their association with people in society to whom they learned
deviant values and later become an aggressive type who recent
authority or anyone who tries to control their behavior.
SOCIAL
35
Those who become delinquent because of
distortion in their personality and their ideas, and their perception of the world around them.
Internalize his conflicts and is
preoccupied with his feelings.
NEUROTIC
36
Those with severe personality disorders have a
significantly distorted perception of the world around them.
They are likely to commit acts of violence, including murder.
PSYCHOTIC
37
Characterized by an egocentric personality.
They have limited or no compassion for others. Many violent gangsters are sociopathic.
SOCIOPATHIC
38
He is less identifiable in character, essentially
socialized and law-abiding, but happens to be at the wrong time and becomes involved in some delinquent act not typical of his
general behavior.
ACCIDENTAL
39
Such misbehavior is related to fear reactions, temper tantrums, and jealousy reactions.
EMOTIONAL DISORDER
40
The penchant for not telling the truth.
LYING
41
This criminal act comes from loose
morals in the home, lack of economic security
wherein the parent is unable to provide for the needs of their children, undisciplined desire for possession and pleasure seeking, and parental indifference.
STEALING
42
Characterized by disobedience to, or disrespect for, authorities
ANTI SOCIAL BEHAVIOR
43
Students failing to attend their classes
for 20 days without any reasonable cause
TRUANCY
44
Children who are unable to cope
with their family life and choose to leave the family home
VAGRANCY
45
This view explains that law violations and delinquency
are a result of some physical defects
BIOGENIC APPROACH
46
This argues that the critical factors in delinquency are personality
problems.
PSYCHOGENIC APPROACH
47
The youth's misdeeds may be attributed to their learning process, cultures of
youth gangs, stigmatizing contact with governmental
SOCIOGENIC APPROACH
48
It suggests that juvenile offenders are
rational decision makers who choose to engage in antisocial
activity because they believe their actions will be beneficial.
CHOICE THEORY
49
Thought and behavior
both have biological and social bases.
BIOSOCIAL OR TRAIT THEORIES
50
crime and delinquency, especially violence, are
the result of diet, vitamin intake, hormonal balance, and other biological causes.
BIOCHEMICAL
51
a person suffers from brain impairment or
abnormality in the structure of the brain, which causes crime and
delinquency.
NEUROLOGICAL
52
delinquent traits and criminality are inherited from parents.
GENETIC
53
View delinquency as a product of the different
social factors and dynamics.
SOCIOLOGICAL THEORIES
54
Delinquency is a function of a person's
place in the economic structure.
SOCIAL STRUCTURE THEORIES
55
States that poor upbringing leads to
delinquency.
SOCIAL PROCESS THEORIES
56
Products of stigma and labelling cause
delinquent acts and criminality
SOCIAL REACTION THEORIES
57
emotional and mental disturbance of a person results in delinquency.
PSYCHOLOGICAL THEORIES
58
based on the psycho analytic theory of Sigmund Freud.
PSYCHODYNAMIC THEORY
59
believes that individuals learn by observing how people react to their behavior.
BEHAVIORAL THEORY
60
views that delinquency is caused by cognitive deficits and the use of
information when making decisions.
COGNITIVE THEORY
61
It is indicated that the male is more introverted and has a more social attitude than the rest of the population. He tendency towards
homosexuality and aggressiveness
XYY
62
family composed of a father, mother, and a child or children.
NUCLEAR/CONJUGAL FAMILY
63
composed of members other than the father, mother, and children,
e.g., in-laws, relatives, etc.
EXTENDED FAMILY
64
The father and mother shall exercise jointly just
and reasonable parental authority and
responsibility over their legitimate or adopted
children
JOINT PARENTAL AUTHORITY
65
exercise by teachers, principal, or
head of schools.
SPECIAL PARENTAL AUTHORITY
66
Parents and guardians are responsible
for the damage caused by a child under their
parental authority under the Civil Code.
TORTS
67
Socialization also
influences aggressive
behaviors. Although there
are a few gender
differences in aggression
during the first few years of
life, girls are socialized to
be less aggressive than
boys and are supervised
more closely. Boys are
exposed to more risk
factors in their development
and are given fewer
protection. The combination
of greater risk and fewer
protections may manifest
itself in levels of antisocial
behaviors and aggression.
SOCIALIZATION DIFFERENCES
68
There
are also cognitive
differences between
males and females
starting in childhood.
The more replicated
findings about gender
differences in cognitive
performance suggest
female superiority on
visual-motor speed and
language ability, and
male superiority on
mechanical and
visual-spatial tasks.
COGNITIVE DIFFERENCES
69
Girls are
often stereotyped as
talkative, but research
shows that in many
situations, boys spend
more time talking than girls
do. Females are more
willing to reveal their
feelings and more likely to
express concern for others.
Females are more
concerned about finding the
"meaning of life" and less
interested in competing for
material success. Males are
more likely to introduce new
topics and to interrupt
conversations.
PERSONALITY DIFFERENCES
70
According to the control
theory approach
articulated by travis
hirschi, delinquents are
as detached from their
peers as they are from
other elements of
society. Although they
appear to have close
friends, delinquents
lack the social skills to
make their peer
relations rewarding or
fulfilling. Antisocial
adolescents seek out
like-minded peers from
criminal associations.
ALIENATION
71
Delinquent friends
cause law-abiding
youth to get in
trouble. Kids who fall
in with a bad crowd
are at risk for
delinquency. Youths
who maintain
friendships with
antisocial peers are
more likely to become
delinquent regardless
of their personality or
the type of
supervision they
receive at home.
PEER INFLUENCE
72
Antisocial youths
join up with
like-minded friends,
deviant peers
sustain and amplify
delinquent careers.
Deviant peers do
not cause straight
kids to go bad, but
they amplify the
likelihood of a
troubled kid getting
further involved in
antisocial behaviors.
PEER SELECTION
73
Troubled kids choose
delinquent peers out
of necessity rather
than desire.
Delinquent kids come
from distressed
homes, maintain
emotional problems,
and do poorly in
school. These social
factors, and not peer
influences, are the
true cause of their
delinquent behaviors.
CONSPIRATORS
74
Kids
who display emotional
or behavioral
problems early in
childhood are labeled
"strange" or "weird" by
other kids, labels that
stick into
mid-adolescence.
Stigma leads to
estrangement and
feelings of isolation,
deficits that some day
may lead to antisocial
behavior and
substance abuse
OUTSIDERS
75
Some kids have personal problems that they bring with them to school. Because of their deprived background and ragged socialization,
some kids lack the verbal skills that are prerequisites for educational success.
Others live in a dysfunctional family; a turbulent family life has been linked to
academic underachievement.
SOCIAL CLASS
76
Most researchers have looked at academic tracking, dividing
students into groups according to ability and achievement level, as a contributor to
school failure. Placement in a non-college track means consignment to educational
oblivion without apparent purpose. Studies indicate that non-college-track students
experience greater academic failure and progressive deterioration of achievement,
participate less in extracurricular activities, have an increased tendency to drop out,
and commit more delinquent acts.
TRACKING
77
Have also been identified as a link between
school failure and delinquency. Students who report that they neither like school nor
care about their teachers' opinions are more likely to exhibit delinquent behaviors.
Alienation may be a function of students' inability to see the relevance of what they
are taught.
ALIENATION
78
Is formed when youths develop a firm sense of who they are and what they stand for.
EGO IDENTITY
79
Occurs when they experience personal uncertainty, spread
themselves too thin, and place themselves at
the mercy of leaders who promise to give
them a sense of identity they cannot mold for
themselves.
ROLE DIFFUSION
CLJ EVIDENCE
CLJ EVIDENCE
#100 · 31å · 6ã¶æåCLJ EVIDENCE
CLJ EVIDENCE
31å ⢠6ã¶æåCLJ PART 2
CLJ PART 2
#100 · 9å · 6ã¶æåCLJ PART 2
CLJ PART 2
9å ⢠6ã¶æåCRIM 105 IDENTIFICATION
CRIM 105 IDENTIFICATION
#100 · 24å · 5ã¶æåCRIM 105 IDENTIFICATION
CRIM 105 IDENTIFICATION
24å ⢠5ã¶æåCRIM 105 MULTIPLE CHOICE
CRIM 105 MULTIPLE CHOICE
#100 · 25å · 5ã¶æåCRIM 105 MULTIPLE CHOICE
CRIM 105 MULTIPLE CHOICE
25å ⢠5ã¶æåFRSC 106 WEEK 1 MARCELINE
FRSC 106 WEEK 1 MARCELINE
#100 · 20å · 6ã¶æåFRSC 106 WEEK 1 MARCELINE
FRSC 106 WEEK 1 MARCELINE
20å ⢠6ã¶æåFRSC 106 BALLISTICS
FRSC 106 BALLISTICS
#100 · 24å · 6ã¶æåFRSC 106 BALLISTICS
FRSC 106 BALLISTICS
24å ⢠6ã¶æåFRSC 104 WEEK 1-3
FRSC 104 WEEK 1-3
#100 · 38å · 6ã¶æåFRSC 104 WEEK 1-3
FRSC 104 WEEK 1-3
38å ⢠6ã¶æåFRSC 104 WEEK 4&5
FRSC 104 WEEK 4&5
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FRSC 104 WEEK 4&5
25å ⢠6ã¶æåLEA 103
LEA 103
#100 · 50å · 1幎åLEA 103
LEA 103
50å ⢠1幎åIDENTIFICATION QUIZ
IDENTIFICATION QUIZ
#100 · 13å · 8ã¶æåIDENTIFICATION QUIZ
IDENTIFICATION QUIZ
13å ⢠8ã¶æåCDI 104 BERTILLO (WEEK 1&2)
CDI 104 BERTILLO (WEEK 1&2)
#100 · 26å · 6ã¶æåCDI 104 BERTILLO (WEEK 1&2)
CDI 104 BERTILLO (WEEK 1&2)
26å ⢠6ã¶æåCDI 104 BERTILLO (WEEK 3)
CDI 104 BERTILLO (WEEK 3)
#100 · 29å · 6ã¶æåCDI 104 BERTILLO (WEEK 3)
CDI 104 BERTILLO (WEEK 3)
29å ⢠6ã¶æåFORENSIC 101
FORENSIC 101
#100 · 42å · 1幎åFORENSIC 101
FORENSIC 101
42å ⢠1幎åFORENSIC 101 PART II
FORENSIC 101 PART II
#100 · 40å · 1幎åFORENSIC 101 PART II
FORENSIC 101 PART II
40å ⢠1幎åCDI 108 â
CDI 108 â
#100 · 9å · 7ã¶æåCDI 108 â
CDI 108 â
9å ⢠7ã¶æåCRIM 103 INTRODUCTION TO HUMAN BEHAVIOR
CRIM 103 INTRODUCTION TO HUMAN BEHAVIOR
#100 · 90å · 1幎åCRIM 103 INTRODUCTION TO HUMAN BEHAVIOR
CRIM 103 INTRODUCTION TO HUMAN BEHAVIOR
90å ⢠1幎åCDI 108 PRELIM
CDI 108 PRELIM
#100 · 46å · 5ã¶æåCDI 108 PRELIM
CDI 108 PRELIM
46å ⢠5ã¶æåCRIM 103 PART II
CRIM 103 PART II
#100 · 21å · 1幎åCRIM 103 PART II
CRIM 103 PART II
21å ⢠1幎åCRIM 103 PART 3
CRIM 103 PART 3
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CRIM 103 PART 3
29å ⢠1幎åCDI 104 WEEK 4
CDI 104 WEEK 4
#100 · 14å · 6ã¶æåCDI 104 WEEK 4
CDI 104 WEEK 4
14å ⢠6ã¶æåFORENSIC MIDTERM EXAMINATION ð€ž
FORENSIC MIDTERM EXAMINATION ð€ž
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FORENSIC MIDTERM EXAMINATION ð€ž
30å ⢠1幎åCDI 108 WEEK 3 AFFIDAVIT
CDI 108 WEEK 3 AFFIDAVIT
#100 · 21å · 6ã¶æåCDI 108 WEEK 3 AFFIDAVIT
CDI 108 WEEK 3 AFFIDAVIT
21å ⢠6ã¶æåCDI ð€
CDI ð€
#100 · 54å · 1幎åCDI ð€
CDI ð€
54å ⢠1幎åCDI PART II
CDI PART II
#100 · 51å · 1幎åCDI PART II
CDI PART II
51å ⢠1幎åFORENSIC LIGHT
FORENSIC LIGHT
#100 · 12å · 1幎åFORENSIC LIGHT
FORENSIC LIGHT
12å ⢠1幎åCRIM 103 DEFENSE MECHANISM/SEXUAL DEVIANCY
CRIM 103 DEFENSE MECHANISM/SEXUAL DEVIANCY
#100 · 87å · 1幎åCRIM 103 DEFENSE MECHANISM/SEXUAL DEVIANCY
CRIM 103 DEFENSE MECHANISM/SEXUAL DEVIANCY
87å ⢠1幎åCRIM 103 LESSON 4 SEXUAL DEVIANCY
CRIM 103 LESSON 4 SEXUAL DEVIANCY
#100 · 54å · 1幎åCRIM 103 LESSON 4 SEXUAL DEVIANCY
CRIM 103 LESSON 4 SEXUAL DEVIANCY
54å ⢠1幎åMODULE 2 INTELLIGENCE PART 1
MODULE 2 INTELLIGENCE PART 1
#100 · 56å · 1幎åMODULE 2 INTELLIGENCE PART 1
MODULE 2 INTELLIGENCE PART 1
56å ⢠1幎åMODULE 2 INTELLIGENCE PART 2
MODULE 2 INTELLIGENCE PART 2
#100 · 62å · 1幎åMODULE 2 INTELLIGENCE PART 2
MODULE 2 INTELLIGENCE PART 2
62å ⢠1幎åLEA 103 SECURITY AND SURVEY INSPECTION ð§ PART 1
LEA 103 SECURITY AND SURVEY INSPECTION ð§ PART 1
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LEA 103 SECURITY AND SURVEY INSPECTION ð§ PART 1
30å ⢠1幎åLEA 103 SECURITY AND SURVEY INSPECTION ð§ PART 2
LEA 103 SECURITY AND SURVEY INSPECTION ð§ PART 2
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LEA 103 SECURITY AND SURVEY INSPECTION ð§ PART 2
37å ⢠1幎åCDI MIDTERM LAST DISCUSSION ð§
CDI MIDTERM LAST DISCUSSION ð§
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CDI MIDTERM LAST DISCUSSION ð§
46å ⢠1幎åSSP 3 QUIZ REVIEWER ð§
SSP 3 QUIZ REVIEWER ð§
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SSP 3 QUIZ REVIEWER ð§
35å ⢠1幎åFORENSIC MIDTERM EXAM REVIEWER ð
FORENSIC MIDTERM EXAM REVIEWER ð
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FORENSIC MIDTERM EXAM REVIEWER ð
76å ⢠1幎åFORENSIC MIDTERM EXAM REVIEWER ð PART 2
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FORENSIC MIDTERM EXAM REVIEWER ð PART 2
55å ⢠1幎åCRIM 103 MIDTERM EXAM REVIEWER ð
CRIM 103 MIDTERM EXAM REVIEWER ð
#100 · 26å · 1幎åCRIM 103 MIDTERM EXAM REVIEWER ð
CRIM 103 MIDTERM EXAM REVIEWER ð
26å ⢠1幎åSEVERAL TYPES OF MENTAL DISORDER
SEVERAL TYPES OF MENTAL DISORDER
#100 · 26å · 1幎åSEVERAL TYPES OF MENTAL DISORDER
SEVERAL TYPES OF MENTAL DISORDER
26å ⢠1幎åCHAPTER 6 OF FORENSIC PHOTOGRAPHY PART 2
CHAPTER 6 OF FORENSIC PHOTOGRAPHY PART 2
#100 · 43å · 1幎åCHAPTER 6 OF FORENSIC PHOTOGRAPHY PART 2
CHAPTER 6 OF FORENSIC PHOTOGRAPHY PART 2
43å ⢠1幎åIT PRELIM TOPIC 1 ð¯
IT PRELIM TOPIC 1 ð¯
#100 · 13å · 1幎åIT PRELIM TOPIC 1 ð¯
IT PRELIM TOPIC 1 ð¯
13å ⢠1幎åIT MIDTERM TOPIC 2 ð¯ð
IT MIDTERM TOPIC 2 ð¯ð
#100 · 26å · 1幎åIT MIDTERM TOPIC 2 ð¯ð
IT MIDTERM TOPIC 2 ð¯ð
26å ⢠1幎åLEA QUIZ 1 & 2
LEA QUIZ 1 & 2
#100 · 28å · 8ã¶æåLEA QUIZ 1 & 2
LEA QUIZ 1 & 2
28å ⢠8ã¶æåLEA QUIZ 3 & 4
LEA QUIZ 3 & 4
#100 · 30å · 8ã¶æåLEA QUIZ 3 & 4
LEA QUIZ 3 & 4
30å ⢠8ã¶æåCLFM 101
CLFM 101
#100 · 22å · 9ã¶æåCLFM 101
CLFM 101
22å ⢠9ã¶æåNEGATIVE EFFECTS ASSUMED QUESTIONS
NEGATIVE EFFECTS ASSUMED QUESTIONS
#100 · 16å · 8ã¶æåNEGATIVE EFFECTS ASSUMED QUESTIONS
NEGATIVE EFFECTS ASSUMED QUESTIONS
16å ⢠8ã¶æåTYPES OF PARENTING STYLE?
TYPES OF PARENTING STYLE?
#100 · 24å · 8ã¶æåTYPES OF PARENTING STYLE?
TYPES OF PARENTING STYLE?
24å ⢠8ã¶æåCHAPTER 3
CHAPTER 3
#100 · 10å · 8ã¶æåCHAPTER 3
CHAPTER 3
10å ⢠8ã¶æåCHAPTER 4
CHAPTER 4
#100 · 14å · 8ã¶æåCHAPTER 4
CHAPTER 4
14å ⢠8ã¶æåCHARACTER FORMATION ð
CHARACTER FORMATION ð
#100 · 64å · 8ã¶æåCHARACTER FORMATION ð
CHARACTER FORMATION ð
64å ⢠8ã¶æåPOSITIVE TRAITS
POSITIVE TRAITS
#100 · 20å · 8ã¶æåPOSITIVE TRAITS
POSITIVE TRAITS
20å ⢠8ã¶æåPATRIOTISM ALAM MONA
PATRIOTISM ALAM MONA
#100 · 9å · 8ã¶æåPATRIOTISM ALAM MONA
PATRIOTISM ALAM MONA
9å ⢠8ã¶æåPERSONALITY TRAITS ðð€ª
PERSONALITY TRAITS ðð€ª
#100 · 25å · 8ã¶æåPERSONALITY TRAITS ðð€ª
PERSONALITY TRAITS ðð€ª
25å ⢠8ã¶æåPATRIOTISM NEW???????
PATRIOTISM NEW???????
#100 · 14å · 8ã¶æåPATRIOTISM NEW???????
PATRIOTISM NEW???????
14å ⢠8ã¶æåCHAPTER 4 ð¥³
CHAPTER 4 ð¥³
#100 · 8å · 8ã¶æåCHAPTER 4 ð¥³
CHAPTER 4 ð¥³
8å ⢠8ã¶æåSEX AND GENDER
SEX AND GENDER
#100 · 10å · 8ã¶æåSEX AND GENDER
SEX AND GENDER
10å ⢠8ã¶æåMEN AND WOMEN
MEN AND WOMEN
#100 · 22å · 8ã¶æåMEN AND WOMEN
MEN AND WOMEN
22å ⢠8ã¶æåA B C D E
A B C D E
#100 · 29å · 8ã¶æåA B C D E
A B C D E
29å ⢠8ã¶æåFAMILY TYPES
FAMILY TYPES
#100 · 10å · 8ã¶æåFAMILY TYPES
FAMILY TYPES
10å ⢠8ã¶æååé¡äžèŠ§
1
A minor, a youth, or one who is not
emancipated by the law.
Those who are below the age of majority.
⢠Refers to a person below 18 years of age
or those who are unable to fully take care
of themselves from abuse, neglect,
cruelty, exploitation, or discrimination
because of physical or mental disability or
conditions.
JUVENILE
2
An act lowering the age of
majority from 21 to 18 years old and
amending such purpose EO 209 (21
YEARS OLD). Approved on December
13, 1989.
RA 6809
3
refers to the failure and act as
required by the law, or the non-performance of a duty or obligation that is mandated by existing law or rule.
DELINQUENCY
4
one whose behavior has brought
a minor or child in repeated conflict with the law.
DELINQUENT
5
An anti-social behavior or act that does
not conform to the standards of
society.
Youth behavior that is against the
norms and regulations of society,
which, if left unchecked, would give
rise to criminality.
⢠Describes many disapproved
behaviors of children or youth.
⢠Anti-social acts or behavior of children
that deviate from the normal pattern of
rules and regulations, customs, and
culture that society does not accept,
and which therefore justify some kind
of admonition, punishment, or
corrective measures.
JUVENILE DELINQUENCY
6
An act or omission that is not considered punishable when conducted by an adult may not be considered punishable, but
which are considered wrong when committed by a minor,
STATUS OFFENSE
7
Characterized by disobedience to, or disrespect
for, authorities.
ANTI SOCIAL
8
is an act committed by an adult.
An act that breaks the criminal code
which is created by society through
written laws.
A person who committed a crime
can be dealt with accordance with
the criminal justice system.
CRIME
9
are acts committed by minors.
Acts that merely break' cultural law
or norms.
A child is under the process known
as the juvenile justice system.
DELINQUENCY
10
the oldest known code for thousands of years, dating back 2270 B.C, used by the
society to regulate behavior, at the same time to punish those who disobeyed the rules. It establishes a social order based on individual rights.
It is the origin of the legal
principle of LEX TALIONES" or "LEX TALIONIS, that is, "AN EYE FOR AN EYE".
CODE OF HAMMURABI
11
In 1641, the General Court of Massachusetts passed the which stated that children
who disobeyed
STUBBORN CHILD LAW
12
Approximately two thousand years ago, dÃstinction between juveniles and adults based on the notion of "AGE OF RESPONSIBILITY
ROMAN LAW OR CANON LAW
13
The Talmud specified a condition under which immaturity was to be considered in imposing punishment.
There was no corporal
punishment before puberty, which was the age of 12 for females and 13for males. In addition, no capital punishment is to be imposed on those offenders under
20 years of age.
ANCIENT JEWISH LAW
14
children under the age of 7 were presumed incapable of forming criminal intent and therefore were not subject to criminal sanctions.
Children between 7
and 14 were not subject to criminal sanctions
unless it could be demonstrated that they had
formed criminal intent, understood the
consequences of their actions, and could
distinguish right from wrong.
Children over 14 were treated much the same as adults.
ANGELO SAXON COMMON LAW
15
Includes the child saving movement. Concerned citizens eventually formed
a social activist group called Child Savers, which believes that children are born good and become bad.
Juvenile children were blamed on bad
environments.
This led to the creation of the
doctrine of Parens Patriae.
MIDDLE OF 19TH CENTURY
16
THE CHILD AND YOUTH WELFARE CODE" - under the said law, a person who is over 9 years old but under 21 years old at the time of commission of the offense who commits a crime is known as "YOUTHFUL OFFENDER". This provision was later amended by PD 1179.
PD 603
17
amended PD 603, requiring a youth offender to apply suspension of
His sentence. Under said amendment, the suspension of sentence is discretionary
upon the court if it finds that the best interest of the offender as well as the public
will be served thereby.
PD 1179
18
a child above 15 years but below 18 years of age shall likewise be exempt from criminal liability and be subjected to an intervention program, unless he/she has acted with discernment, in which case such a child shall be subjected to the appropriate proceedings following this act.
RA 9344
19
in 1704 in Rome, established the Hospital of St.
Michael's, the first institution for the treatment of juvenile offenders. The
stated purpose of the hospital was to correct and instruct unruly youth so
they might become useful citizens.
POPE CLEMENT XI
20
In 1788, he established the first private and
separate institution for youthful offenders in England. The goal of the
institution was to educate and instruct in some useful trade or occupation
the children of convicts or such other infants, poor as engaged in a
vagrant and criminal course of life.
ROBERT YOUNG
21
the first man who attempted to find out the
process of the beginning of the delinquency subculture.
ALBERT K COHEN
22
This was established for the confinement of the hordes of unruly children who infested the streets of new industrial towns" of England
KINGSWOOD REFORMATORY
23
In 1818, the committee gave the term
"Juvenile Delinquency". It was first publicly recognized by referring to it as a major cause
of pauperism. (a state of extreme poverty or destitution.)
NEW YORK COMMITTEE ON PAUPERISM
24
The first juvenile or "family" court was established in Cook County, Illinois.
1899
25
It was the first house correction in England.
They confined both children and adults considered to be idle and
disorderly.
BRIDEWELLS
26
was established
in 1704. John Howard, a reformer, brought to England from Rome
a model of the first institution for treating juvenile offenders. He
was often thought of as the Father of Prison Reform.
HOSPICE OF ST MICHAELS
27
it was situated in New York in 1825. It
was opened to house juvenile delinquents who were defined in its
character as "Youths convicted of criminal offenses or found in
vagrancy."
HOUSE OF REFUGE
28
The child begins with petty larceny between the ages of 8 and sometimes during the 12th year.
EMERGENCE
29
He then may move
on to shoplifting and vandalism between
the ages of 12 and 14
EXPLORATION
30
At the age of 13, a
substantial increase in variety and
seriousness.
EXPLOSION
31
At around 15,
four or more types of crimes are added
CONFLAGRATION
32
Those who continue into adulthood will progress into more sophisticated or more violent forms of criminal behavior.
OUTBURST
33
The doctrine that does not consider delinquent
acts as criminal violations, thus making
delinquents non-criminal persons and cannot be found guilty of a crime and punished like an
adult criminal.
⢠Views a minor who violates the law as a victim
of improper care, custody, and treatment at
home.
⢠Assumption by the state of the role of guardian
over children whose parents are deemed
incapable or unworthy.
⢠The authority of the state to act on behalf of the children.
PARENTS PATRIAE
34
Those who become delinquent due
to their association with people in society to whom they learned
deviant values and later become an aggressive type who recent
authority or anyone who tries to control their behavior.
SOCIAL
35
Those who become delinquent because of
distortion in their personality and their ideas, and their perception of the world around them.
Internalize his conflicts and is
preoccupied with his feelings.
NEUROTIC
36
Those with severe personality disorders have a
significantly distorted perception of the world around them.
They are likely to commit acts of violence, including murder.
PSYCHOTIC
37
Characterized by an egocentric personality.
They have limited or no compassion for others. Many violent gangsters are sociopathic.
SOCIOPATHIC
38
He is less identifiable in character, essentially
socialized and law-abiding, but happens to be at the wrong time and becomes involved in some delinquent act not typical of his
general behavior.
ACCIDENTAL
39
Such misbehavior is related to fear reactions, temper tantrums, and jealousy reactions.
EMOTIONAL DISORDER
40
The penchant for not telling the truth.
LYING
41
This criminal act comes from loose
morals in the home, lack of economic security
wherein the parent is unable to provide for the needs of their children, undisciplined desire for possession and pleasure seeking, and parental indifference.
STEALING
42
Characterized by disobedience to, or disrespect for, authorities
ANTI SOCIAL BEHAVIOR
43
Students failing to attend their classes
for 20 days without any reasonable cause
TRUANCY
44
Children who are unable to cope
with their family life and choose to leave the family home
VAGRANCY
45
This view explains that law violations and delinquency
are a result of some physical defects
BIOGENIC APPROACH
46
This argues that the critical factors in delinquency are personality
problems.
PSYCHOGENIC APPROACH
47
The youth's misdeeds may be attributed to their learning process, cultures of
youth gangs, stigmatizing contact with governmental
SOCIOGENIC APPROACH
48
It suggests that juvenile offenders are
rational decision makers who choose to engage in antisocial
activity because they believe their actions will be beneficial.
CHOICE THEORY
49
Thought and behavior
both have biological and social bases.
BIOSOCIAL OR TRAIT THEORIES
50
crime and delinquency, especially violence, are
the result of diet, vitamin intake, hormonal balance, and other biological causes.
BIOCHEMICAL
51
a person suffers from brain impairment or
abnormality in the structure of the brain, which causes crime and
delinquency.
NEUROLOGICAL
52
delinquent traits and criminality are inherited from parents.
GENETIC
53
View delinquency as a product of the different
social factors and dynamics.
SOCIOLOGICAL THEORIES
54
Delinquency is a function of a person's
place in the economic structure.
SOCIAL STRUCTURE THEORIES
55
States that poor upbringing leads to
delinquency.
SOCIAL PROCESS THEORIES
56
Products of stigma and labelling cause
delinquent acts and criminality
SOCIAL REACTION THEORIES
57
emotional and mental disturbance of a person results in delinquency.
PSYCHOLOGICAL THEORIES
58
based on the psycho analytic theory of Sigmund Freud.
PSYCHODYNAMIC THEORY
59
believes that individuals learn by observing how people react to their behavior.
BEHAVIORAL THEORY
60
views that delinquency is caused by cognitive deficits and the use of
information when making decisions.
COGNITIVE THEORY
61
It is indicated that the male is more introverted and has a more social attitude than the rest of the population. He tendency towards
homosexuality and aggressiveness
XYY
62
family composed of a father, mother, and a child or children.
NUCLEAR/CONJUGAL FAMILY
63
composed of members other than the father, mother, and children,
e.g., in-laws, relatives, etc.
EXTENDED FAMILY
64
The father and mother shall exercise jointly just
and reasonable parental authority and
responsibility over their legitimate or adopted
children
JOINT PARENTAL AUTHORITY
65
exercise by teachers, principal, or
head of schools.
SPECIAL PARENTAL AUTHORITY
66
Parents and guardians are responsible
for the damage caused by a child under their
parental authority under the Civil Code.
TORTS
67
Socialization also
influences aggressive
behaviors. Although there
are a few gender
differences in aggression
during the first few years of
life, girls are socialized to
be less aggressive than
boys and are supervised
more closely. Boys are
exposed to more risk
factors in their development
and are given fewer
protection. The combination
of greater risk and fewer
protections may manifest
itself in levels of antisocial
behaviors and aggression.
SOCIALIZATION DIFFERENCES
68
There
are also cognitive
differences between
males and females
starting in childhood.
The more replicated
findings about gender
differences in cognitive
performance suggest
female superiority on
visual-motor speed and
language ability, and
male superiority on
mechanical and
visual-spatial tasks.
COGNITIVE DIFFERENCES
69
Girls are
often stereotyped as
talkative, but research
shows that in many
situations, boys spend
more time talking than girls
do. Females are more
willing to reveal their
feelings and more likely to
express concern for others.
Females are more
concerned about finding the
"meaning of life" and less
interested in competing for
material success. Males are
more likely to introduce new
topics and to interrupt
conversations.
PERSONALITY DIFFERENCES
70
According to the control
theory approach
articulated by travis
hirschi, delinquents are
as detached from their
peers as they are from
other elements of
society. Although they
appear to have close
friends, delinquents
lack the social skills to
make their peer
relations rewarding or
fulfilling. Antisocial
adolescents seek out
like-minded peers from
criminal associations.
ALIENATION
71
Delinquent friends
cause law-abiding
youth to get in
trouble. Kids who fall
in with a bad crowd
are at risk for
delinquency. Youths
who maintain
friendships with
antisocial peers are
more likely to become
delinquent regardless
of their personality or
the type of
supervision they
receive at home.
PEER INFLUENCE
72
Antisocial youths
join up with
like-minded friends,
deviant peers
sustain and amplify
delinquent careers.
Deviant peers do
not cause straight
kids to go bad, but
they amplify the
likelihood of a
troubled kid getting
further involved in
antisocial behaviors.
PEER SELECTION
73
Troubled kids choose
delinquent peers out
of necessity rather
than desire.
Delinquent kids come
from distressed
homes, maintain
emotional problems,
and do poorly in
school. These social
factors, and not peer
influences, are the
true cause of their
delinquent behaviors.
CONSPIRATORS
74
Kids
who display emotional
or behavioral
problems early in
childhood are labeled
"strange" or "weird" by
other kids, labels that
stick into
mid-adolescence.
Stigma leads to
estrangement and
feelings of isolation,
deficits that some day
may lead to antisocial
behavior and
substance abuse
OUTSIDERS
75
Some kids have personal problems that they bring with them to school. Because of their deprived background and ragged socialization,
some kids lack the verbal skills that are prerequisites for educational success.
Others live in a dysfunctional family; a turbulent family life has been linked to
academic underachievement.
SOCIAL CLASS
76
Most researchers have looked at academic tracking, dividing
students into groups according to ability and achievement level, as a contributor to
school failure. Placement in a non-college track means consignment to educational
oblivion without apparent purpose. Studies indicate that non-college-track students
experience greater academic failure and progressive deterioration of achievement,
participate less in extracurricular activities, have an increased tendency to drop out,
and commit more delinquent acts.
TRACKING
77
Have also been identified as a link between
school failure and delinquency. Students who report that they neither like school nor
care about their teachers' opinions are more likely to exhibit delinquent behaviors.
Alienation may be a function of students' inability to see the relevance of what they
are taught.
ALIENATION
78
Is formed when youths develop a firm sense of who they are and what they stand for.
EGO IDENTITY
79
Occurs when they experience personal uncertainty, spread
themselves too thin, and place themselves at
the mercy of leaders who promise to give
them a sense of identity they cannot mold for
themselves.
ROLE DIFFUSION