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Unit 4 A.C. 2.1- Explain Forms of Social Control - Coggle Diagram

- - - - religion- major influence on how we behave, guided by moral codes it puts forward
      - upbringing- parental authority can have a major influence on if we abide law
      - culture+ tradition- conditioned us to know how to behave and not commit crimes; occurs through socialisation, accepting values, norms and traditions of our culture as part of our identity
      - moral conscience/ superego- moral compass/ conscience says we shouldn't commit crime as its wrong; Freud believe superego tells us right/ wrong and inflicts feelings of guilt if we fail to do what it urges- develops through early socialisation
      - rational ideology- people have idea of what is right/ wrong due to internalising social rules-> abide law; conscience/ feeling of guilt/ anxiety/ worry guide person to follow rules/ laws
      - internalisation of social rules- able to work out for themselves what is right/ wrong through socialisation based on values-> guides them to not break rules/ laws
  - - - sanction can be positive/ negative- can achieve social control through operant conditioning
      - Coercion- use of force to achieve desired outcome; used by external agencies seeking social control involving the use/ threat of force which can be physical-form of bodily injury, imprisonment, death penalty/ psychological- form of pressure, financial control, gaslighting, strike, boycott, non cooperation; prisons use coercion + threat of loss of liberty
        
        Fear of punishment- deterrence (form of coercion); right realists argue that fear of being caught/ punished ensures people obey law;
        
        Individual deterrence- punishment imposed on offender to deter/ prevent from committing further crimes- affects individual offender
        
        General deterrence- fear of punishment preventing other from committing similar crimes; affects the 'would be' offender
- - - - attachment- more attached we are to others, more we care about what they think of us, more we respect their norms-> less likely to break them
        
        commitment- more committed we are to conventional lifestyle, more we risk by getting into life of crime, more likely to conform
        
        involvement- more involved we are involved in conventional life (law abiding activities), less time/ energy er have for getting involved in criminal ones
        
        beliefs- if we have been socialised to believe it's right to obey the law, less likely to break it
      - Riley and Shaw argue that lack of parental supervision is important in delinquency; parents should involve themselves in teenagers lives to show strong disapproval of crime + explain consequences of it
  - - - Outer containment- outer forces come from family members/ teachers/ others who influence individual to some degree