The Multisystemic Therapy (MST) is a home-based treatment program developed by Henggler in 1970 that focuses on the factors of family and community. The program is intended to equip parents of troubled youth with tools to handle the difficulties of their behavior. The MST therapists work with the most difficult juveniles, male and female, between the ages of 12 and 17 who tend to have extensive criminal arrest histories. The MST concentrates on numerous aspects contributing to a delinquent lifestyle, such as juveniles’ homes, families, schools, teachers, neighborhoods, and friends. The psychoanalysts go to a child’s home and work with parents in order to put them in control over their kids.
MST research has recognized particular risk and protective factors for each category that impacts the life of a young person: family, peers, school, and community. After identifying the risk factors in all categories, a treatment plan is established, which concentrates on strengthening the existing protective factors within all categories, and seeking areas of potential for generating new ones (Henggler, 1999).
The criminological theory this program is based on is the social learning theory because the focus of the program is the environment a young individual is exposed to. The surroundings that he/she is in create tendencies to learn and acquire certain behaviors, whether positive or negative.
DESCRIPTION OF BSFT:
The BSFT is a cost-effective, evidence-based, process-oriented, and family-focused intervention program. Developed by researchers led by Szapocznik, the program works with children and adolescents between 6 and 17 years who are susceptible in developing or already display negative behavioral habits. The program was intended ...
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multisystemic therapy: An effective alternative to incarcerating serious juvenile
offenders. Journal of Consulting and Clinical Psychology, vol. 60(9), p. 953-961.
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LaParriere, A., & Sansebastian, D. A. (2003). Efficacy of brief strategic family therapy in
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Social behavior responds to a complicated network of rewards and punishments. The more a behavior is rewarded, the more likely it is to continue. On the flip side of this, the more a behavior is met with negative consequences, the more it is likely to stop. In any given social situation, whether someone commits a crime is largely dependent on his past behavior, or whether someone has received a positive reinforcement to a that crime. According to Social Learning Theory, crime is a direct response to this reinforcement. So in other words, if rewards are greater than punishments, the crime will be committed. Social Learning Theory is meant to operate as a general theory of crime.
First and foremost, the theory states that criminal behavior is learned, meaning that the behaviors of an individual are influenced and shaped by those they associate with (Clinard & Meier, 2015). The primary reference point here is the nuclear family. Parents teach their children how to walk and talk, who grow up with siblings or in some cases, elderly relatives. With good reason, it is widely held that these interactions create the foundation of the individual’s conception of societal norms and values. That being said, if the individual is capable of assessing proper behavior in society, they are also capable of learning what is considered
They studied the criminals lives and show how the link as juveniles and the factors that led them to become a criminals. Statically showing, most people that become criminals fail high school. Showing if a person continues their education the likely hood of becoming a criminal become less and less. These individuals come from broken homes, little education, little money and lack of resources. Growing up in a broken home or family, the child begins to suffer because of either neglect or lack of supervision from a parent figure, either they are not home or work low wage jobs just to make it. Since there is a lack of family support, the child will look for support from another source. The supports they usually find are products of their environment, usually gangs or other bad influences. Even with places that helps less than fortune kids have a role model or after school activates, but most of the time, they do not seek these programs which could help the child on a better path, rather than a life of crime joining a gang or even just commit crime altogether. The main influences on our lives are our families and society that we grow up in, and has a great effect on the individual which can dictate what they do with their lives. When looking at the theory, the effects come from homelessness, abuse neglect, subcultures,
Quinn, W. H., & van Dyke, D. J. (2004). A multiple family group intervention for first-time juvenile
This creates a disconnect between what the facilitators of the program intend, and how the participants perceive the experience. This disconnect is formed because the participants do not see “beaten down losers”, as an adult would, they instead see “strong, muscular adults” (Sullivan). One other juvenile crime prevention program, which Jessica May, of the Hofstra NSLIJ School of Medicine, presents as an alternative to the Scared Straight program is called Multisystemic Therapy, or MST. Also, a great flaw in Multisystemic Therapy is the high price, which is often out of reach for lower income families, and requires a great deal of time and commitment, making it less appealing than the quick-fix offered by Scared Straight.
Eddy, J., C.R., M., Schiffmann, T., Newton, R., Olin, L., Leve, L., et al. (2008). Development of a multisystemic parent management training intervention for incarcerated parents, their children and families. Clinical Psychologist , 86-98.
Social learning theory was first developed by Robert L. Burgess and Ronald L Akers in 1966 (Social Learning theory, 2016). In 1973, Akers wrote a book entitled Deviant Behaviour: A Social Learning Approach, which discussed Aker’s conception of the social learning theory. He developed social learning theory by extending Sutherland’s theory of differential association (Cochran & Sellers, 2017). Social learning theory is based on the principles of Pavlov’s operant and classical conditioning. Akers believes that crime is like any other social behavior because it is learned through social interaction (Social Learning theory, 2016). Social learning theory states that the probability of an individual committing a crime or engaging in criminal behaviour is increased when they differentially associate with others who commit criminal behavior (Cochran & Sellers, 2017). Social learning theory is classified as a general theory of crime, and has been used to explain many types of criminal behaviour (Social Learning theory, 2016). Furthermore, social learning theory is one of the most tested contemporary theories of crime. There are four fundamental components of social learning theory; differential association, definitions, differential reinforcement and imitation (Social Learning theory,
Letourneau, E. J., Henggeler, S. W., Borduin, C. M., Schewe, P. A., McCart, M. R., Chapman, J. E., & Saldana, L. (2009). Multisystemic therapy for juvenile sexual offenders: 1-year results from a randomized effectiveness trial. Journal of Family Psychology, 23(1), 89-102.
Through Social Learning Theory, an individual can be studied based on the behavior acquired by a role model. Verbal conditioning procedures and observation influences the response to an individual’s personality. Environment factors contribute to the Social Learning Theory. Antisocial model is a major contribute to crime, which influences negative characteristics. The Social Leaning Theory has three core social concepts the must be followed: observational learning, intrinsic reinforcement and modeling process.
...ifferent crime patterns and thought processes of criminals. The reasons can only come from these theories and will help the justice systems become more prepared to react towards different crimes. However, with adding some enhancements, projects and experiments these two theories have the potential to change the criminology realm forever.
This theory believes the criminal was provoked or encourage by the victim. Then there’s the Deviant Place Theory, the best way to explain this theory is being in the wrong place at the wrong time. Then there is the Routine Activity Theory, a theory that can be calculated by different risk factors in your life, for example, if you live in a bad neighborhood and you go on vacation your risk of getting robbed is higher. Finally is the Lifestyle Theory. This theory basically states that you are as good as who you hang out with. Personally I agree with this theory. I believe that some personalities can be molded by the people they hang out with, so if they hang out with people with negative personalities eventually they will develop negative traits. For example, on Oct 26 2012 Joshua Smith made a decision to take his mother's life. As a young teen he would hang out with thugs and always tried to get ''street cred''. Eventually Joshua Smith became aggravated with his mother because she wouldn't allow him to do things his so called crew did. In the end he made the decision to take his mother's life and is now serving 25 to 27 years in
The life course and systems perspective provides building blocks for understanding positive development during middle childhood. As parents and social workers, we must recognize that resilience is seldom an instinctive characteristic; rather, it is a process that is facilitated by influences within the child’s surrounding. Research suggest that high-risk behaviors among children increases when children perceives declining family involvement and community supports. Therefore, the primary goal of parents and professionals is to dedicate to the child’s well-being positive internal and external supports that promote maximal protective factors, while minimizing risk factors for optimal developmental transitions. Chapter 5 of Elizabeth D. Hutchinson, Dimensions of Human Behavior The Changing Life Course 3rd, 2008.
The definition of the social learning theory is People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. “Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Learning Theories Knowledgebase ). Most people learn through watching other. As a child, we learn by mocking what we have observed repeatedly. This is how we learn to walk, talk, speak, and to feed ourselves. We also learn social skills from the people around us. We learn right from wrong, we learn what is acceptable in our everyday lives. We also learn societal norms. Most children learn social norms from the family structure. If the family structure is broken or not complete it may cause problems for the children. If the family has only one parent then the family unit suffers. If the child is part of a family that has deviant problems then the child learns that these problems are the norm. This could lead to the child to think that drinking or drugs are normal. It is also a factor if the child observes crime in the family unit. The child learns that crime is normal until they run up against society who states otherwise.
Social learning theory assumes that criminal behavior is similar to any human behavior. It can be learned through a socialization process, which occurs when interacting with other individuals or social institutions. The duration, frequency and content of this social interaction leads to shaping people’s attitudes and behaviors towards legal codes. Ronald Akers supports differential association as a significant part of his revised social learning theory that attempts to explain deviance. However, he incorporates additional elements, such as differential reinforcement, imitations, and definitions. In the movie, Training Day, the trainee Officer Jake Hoyt needs to do prove himself and impress Commanding Officer Alonzo Harris in order to obtain
Emotional and behavioral disorders manifest from various sources. For some children, the core of these disorders is rooted in such factors as “family adversity...poverty, caregiving instability, maternal depression, family stress…marital discord…dysfunctional parenting patterns…abuse and neglect” (Fox, Dunlap & Cushing, 2002, p. 150). These factors are stressors that affect children both emotionally and behaviorally. Students have their educational performance and academic success impeded by such stressors once in school, which creates even more stress as they find themselves frustrated and failing. As a result, problem behaviors may manifest that can be described as disruptive, impulsive, pre-occupied, resistant to change, aggressive, intimidating, or dishonest. Such behaviors may also inflict self-harm.