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Contrary to the general theory of crime that presents low self-control as a characteristic of an individual that influences one's behavior, the criminal spin theory [9] presents the reduction of self-control as a phenomenological process. This process can be acute, a one-time only that is not typical to the individual, or it can develop into a ...
Self-control is also a key concept in the general theory of crime, a major theory in criminology. The theory was developed by Michael Gottfredson and Travis Hirschi in their book A General Theory of Crime (1990).
Routine activity theory, developed by Marcus Felson and Lawrence Cohen, draws upon control theories and explains crime in terms of crime opportunities that occur in everyday life. [62] A crime opportunity requires that elements converge in time and place including a motivated offender, suitable target or victim, and lack of a capable guardian. [63]
In criminology, social control theory proposes that exploiting the process of socialization and social learning builds self-control and reduces the inclination to indulge in behavior recognized as antisocial. It derived from functionalist theories of crime and was developed by Ivan Nye (1958), who proposed that there were three types of control:
Low self-control theory of crime enforces impulsive and risk-taking action, individuals that possess this trait seek short term satisfaction rather than long-term resulting in poor decision making and spontaneous violence against another individual. [21]
As represented in the work of Travis Hirschi, the Social Control Theory proposes that exploiting the process of socialisation and Social Learning Theory builds self-control and reduces the inclination to indulge in behavior recognized as antisocial. It is based on Functionalist theories of crime and proposes that there are three types of control:
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Building on the early work of Albert J. Reiss (1951), Reckless' theory posits that social control – which constrains deviance, delinquency, and crime – included 'inner' (i.e., strong conscience or a "good self-concept") and 'outer' forces of containment (i.e., supervision and discipline by parents and the school, strong group cohesion, and ...