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Kies de Nederlandse taal
Course module: 200700018
200700018
Criminal Behaviour during the Lifecourse
Course info
Course code200700018
EC7.5
Course goals
Upon finishing this course the student is able to:
  • determine and describe core issues, theories, research findings and policies in the field of criminal behavior
  • apply general knowledge on criminal behavior over the life course to concrete issues pertaining to crime and criminal justice policy. 
Content
This course examines the theories, research findings, and policies concerning criminal behavior over the life course. A life course perspective views criminal behavior not as an isolated act, but as part of a developmental trajectory and series of turning points that affect the onset, frequency, and termination of criminal behavior. Criminality is seen as the product of a complex interaction between changing characteristics of the individual and their social environment over their life course.

This course begins with an examination of the characteristics of criminal behavior more generally. Students will learn and critically engage with popular criminological, sociological, and psychological theories and empirical research related to patterns of criminal behavior. We examine who commits crime, when they start, and how persistent. For example, when do offenders begin committing crimes? When do they stop? What kind of crimes do they commit? Do offenders specialize in certain types of crimes? When and where do most crimes occur?

We then examine the stages and trajectories of the life course in detail. Beginning with early childhood, we examine the role of child development and family characteristics in influencing or preventing criminal behaviors. Next, we discuss key factors related to crime in adolescence, such as school and peers. For example, does hanging out with delinquent peers lead others to commit crime as well? We then discuss trajectories of criminal behavior into adulthood. One major finding in life course criminology is that many people “age out” of crime, that is, they stop offending as they grow older. Why do some stop, but others do not? Here we examine key turning points in the life course - marriage, employment, parenting, and incarceration – to understand desistence from (or persistence of) criminal behaviors in adulthood.

Throughout the course, we will discuss policy implications. Questions include: Can we adequately predict who will commit crime and who will not? Are current policies to prevent and reduce crime effective? What policies should we consider for different stages of the life course?

This course is important for all students as future policymakers, practitioners, or researchers wishing to understand the development of criminal behavior and engage in the prevention and control of crime.
 
Expertise on the level of bachelor-1 modules from Social Science is required.
 
Final Goals
This course aims to contribute to achieving the following learning outcomes:
 
Issues/Theory:  
1a        The most important social issues in contemporary Dutch society in an international comparative and historical perspective as well as how these differ from sociological questions.
1b        The main issues/topics in sociology.
1c        The most important theoretical traditions in sociology and content of important theories; knowledge of influential empirical findings and understanding of their relevance.
1d        Analyse social issues and ‘convert’ them into sociological issues, and categorise these sub-issues under overarching sociological issues.
1g        Determine how strong a suggested solution/theory is in the light of logical consistency and/or empirical findings.
 
Research:
2a        Overview of the main research designs and data-collection methods.
2c        Make judgements about the strength of the empirical research carried out.
 
Policy:
3a        Know the course of policy processes, the social significance of policy interventions and their implications.
3b        Ways in which theoretical knowledge can be used to propose policy interventions and the manner in which implemented policies can be explained and evaluated.
3c        Assess the feasibility of proposed solutions and evaluate existing policy in relation to the often conflicting visions of stakeholders.
3d        Assess the efficacy of proposed or implemented policy.
 
Academic skills:
4a        Possess general professional and academic proficiency in both Dutch and English.
4b        Reading texts: understanding and interpretation; differentiate between main and side issues.
4c        Ability to report in writing at the level of a starting academic professional in such a way that a general audience can understand the importance of what is written.
4d        Ability to present orally as well as debate, clearly formulate ideas and produce satisfactory reports.
4e        Ability to work and plan work independently.
4f        Ability to participate actively in group discussions, provide constructive criticism and cooperate in small groups.
 
Ethics: 
5c        Ability to reflect on ethical aspects of sociological research and how to deal with them.
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Kies de Nederlandse taal