1. TASK TIME: 10 MINS
STARTER: IS UPBRINGING A CAUSE OF CRIME? KEY
TERMINOLOGY
WORDSEARCH REVIEW: THINKING ABOUT LITERACY…
The key terms I do not know the definition for are…
U______________:____________________________________________________________
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P______________:____________________________________________________________
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D______________: ___________________________________________________________
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2. TYPO TALLY: TASK TIME: 5 MINS
WEEK 1
LESSON TOPIC: Causes of Crime: Upbringing
OBJECTIVES:
Describe the upbringing explanation of turning to crime
Describe studies that support the upbringing explanation
Evaluate the upbringing explanation of turning to crime
OUTCOMES: MY TARGET GRADE ___
ASSESSING YOUR PROGRESS
Before you start the lesson do you know already know how to OUTLINE… CIRCLE ONE
The disrupted family explanation of how upbringing causes a person to turn to crime? Y / N
The learning explanation of how upbringing causes a person to turn to crime? Y / N
The poverty explanation of how upbringing causes a person to turn to crime? Y / N
The psychological research evidence of upbringing causing a person to turn to crime? Y / N
Evaluate the upbringing explanations of why a person turns to crime? Y / N
STRETCH AND CHALLENGE
Can you evaluate the upbringing explanations of why a person turns to crime using PWECC? Y / N
Homework: Begin the ‘Turning to Crime’ extension workbook.
This is evidence that you have prepared for the Turning to crime assessment
Due in: 24
th
of September
Grade boundaries for the Turning to Crime Assessment
Grade D: Achieve 48%
Grade C: Achieve 55%
Grade B:Achieve 62%
Grade A: Achieve 70%
Those achieving below 45% will be expected to retake the assessment at the end of next lesson in their own time
Must (grade D): using the standard resource sheets…
Construct revision resources that outline the explanation
Construct revision resources that outline studies that support the explanation
Construct revision resources that P-Evaluate the strengths and weaknesses of this explanation
Should (grade C/B): use the detailed resource sheets…
Construct revision resources that describe the explanation
Construct revision resources that describe studies that support the explanation
Construct revision resources that PEC-Evaluate the strengths and weaknesses of this explanation
Could (grade A): use the detailed resource sheets…
Construct revision resources that describe the explanation
Construct revision resources that describe studies that support the explanation
Construct revision resources that PWECC-Evaluate the strengths and weaknesses of this explanation [stretch
and challenge]

3. TASK TIME: 30 + 10 MINS
TASK ONE: Creating revision resources that describe the explanation of turning to crime
By the end of this task you should be able to:
Must(Grade D): using the standard resource sheets…
Construct revision resources that outline the explanation
SHOULD (Grade C/B): using the detailed resource sheets…
Construct revision resources that describe the explanation
COULD (Grade A): using the detailed resource sheets…
Construct revision resources that explain the explanation
MY TARGET FOR THIS TASK: _______________
STANDARD RESOURCE SHEET
What do psychologists mean by upbringing?
Upbringing is a situational explanation of behaviour; through interacting with people such as friends and family, we
learn how to behave When psychologists refer to upbringing as the cause of crime they are taking a social,
developmental and social learning approach.
How is upbringing connected to crime?
Criminal behaviour is simply behaviour that is against the law; if you start from this point then explaining criminal
behaviour is the same as explaining normal behaviour.It is widely accepted that parents, siblings and friends are
major determining factors in how a person behaves; if a person has social interactions and social learning that is
criminal, then the individual should develop into a criminal.Three significant areas of upbringing that can lead to
criminal behaviour are:
Disrupted families
Learning from others (peers)
Poverty
1. Disrupted families
A disrupted family is any family that does not stay as a single unit; families can break up through divorce,
separation, death in a family, or a member of the family being taken to prison. This is often seen as a key indicator
of risk to criminality.
Maternal deprivation hypothesis (Bowlby, 1944) suggests that if a child does not have constant contact in the first 2
years of life with the mother they will not develop correctly. It is suggested that individuals will have a higher risk of
being aggressive, delinquent and becoming an affectionless psychopath.
2. Learning from others
Unlike the disrupted family theory, the learning from others explanation does not distinguish between types of
people, it is more involved in the process of learning rather than who is involved.
This approach is similar to social learning theory. This suggests that behaviour can be learned through vicarious
reinforcement [observational learning]; a person does not need to be directly involved to learn a new behaviour so
long as the person they are watching is seen as a model. Imitation is a key concept and was shown to occur in the
Bandura study from AS psychology.

4. 3. Poverty
The concept of poverty has historically been associated with crime. If an individual lives in a situation where they
are disadvantaged then they may have cause to commit crime. This is because they are at high risk of being in
contact with crime; either as a victim or a criminal.
DETAILED RESOURCE SHEET
What do psychologists mean by upbringing?
Upbringing is a situational explanation of behaviour; it means the social interactions a person has in different social
situations, while they learn how to behave.These interactions are usually between the individual and the people
they share a close relationship with, i.e. family, siblings and friends. At the centre of what psychologists define as
upbringing is behaviour is determined through learning from others.Consequently, when psychologists refer to
upbringing they are taking a social, developmental and social learning approach.
How is upbringing connected to crime?
Criminal behaviour is simply behaviour that is against the law; if you start from this point then explaining criminal
behaviour is the same as explaining normal behaviour.It is widely accepted that parents, siblings and friends are
major determining factors in how a person behaves; if a person has social interactions and social learning that is
criminal,then the individual should develop into a criminal.Three significant areas of upbringing that can lead to
criminal behaviour are:
Disrupted families
Learning from others (peers)
Poverty
1. Disrupted families
A disrupted family is any family that does not stay as a single unit; families can break up through divorce,
separation, death in a family, or a member of the family being taken to prison. This is often seen as a key indicator
of risk to criminality.
Maternal deprivation hypothesis (Bowlby, 1944) suggests that if a child does not have constant contact in the first 2
years of life with the mother they will not develop correctly. It is suggested that individuals will have a higher risk of
being aggressive, delinquent and becoming an affectionless psychopath.
Hodges and Tizard showed that institutionalised children who were reunited with parents developed many issues
by 16 including delinquency; institutionalised children who were sent to a foster parent were less likely to develop
these issues.
Control theory (Nye) suggests that parental upbringing is essential to stop criminality. The theory suggests
individuals are naturally criminal; they only become non-criminal if parents socialise their children through direct
control (punishments), indirect control (affection to non-criminals) and infecting them with internal control (guilt).
2. Learning from others
Unlike the disrupted family theory, the learning from others explanation does not distinguish between types of
people, it is more involved in the process of learning rather than who is involved.
Learning theory is a behaviourist concept that suggests development of behaviour is situational rather than
physiological. The types of learning [classical, operant, and social learning] apply to criminal behaviour just as they
do to any behaviour.
Classical conditioning suggests a neutral stimulus invokes a neutral response; if a conditioned stimulus is added to
the neutral stimulus then the conditioned stimulus will eventually invoke the neutral response, even on its own. The
neutral response has now became a conditioned response through association. Certain crimes such as drug taking
and sexual offenses are impulsive; they may have been developed through classical conditioning.

5. Operant conditioning suggests that behaviour is learned through direct consequences of behaviour; if the
behaviour rewards in some way the likelihood of the behaviour is reinforced, if the behaviour punishes in some way
the likelihood of the behaviour is weakened. All behaviour is shaped through its consequences. The increased
frequency of criminal behaviour can be explained by this theory:
A positive reinforcer [when a person acts and something good is the result] of the criminal behaviour can
be the money, property or excitement.
A negative reinforcer [when a person acts and something bad stops happening] of criminal behaviour can
be removing hunger, craving, social inequality.
Social learning theory suggests that behaviour can be learned through vicarious reinforcement [observational
learning]; a person does not need to be directly involved to learn a new behaviour so long as the person they are
watching is seen as a model. Imitation is a key concept and was shown to occur in the Bandura study from AS
psychology.
3. Poverty
The concept of poverty has historically been associated with crime. If an individual lives in a situation where they
are disadvantaged then they may have cause to commit crime. This is because they are at high risk of being in
contact with crime; either as a victim or a criminal.
TASK ONE: Outcome Review
Circle one of the outcomes that best describes your PROGRESS in this activity (CIRCLE ONE)
MUST SHOULD COULD NONE
EVIDENCE OF PROGRESS: Using the revision resources you created, can you…?
OUTLINE WHAT UPBRINGING MEANS? YES / NO / SOME
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OUTLINE THE DISRUPTIVE FAMILY EXPLANATION? YES / NO / SOME
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OUTLINE THE LEARNING EXPLANATION? YES / NO / SOME
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OUTLINE THE POVERTY EXPLANATION? YES / NO / SOME
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ASSESSING PROGRESS: did you show OBVIOUS progress in this activity?
YES, I COMPLETED MY TARGET TASK AND LEARNED SOMETHING NEW
I MADE SOME PROGRESS AS I LEARNED SOMETHING NEW BUT DID NOT COMPLETE MY TARGET TASK
I DID NOT MAKE ANY PROGRESS AS I HAVE NO EVIDENCE OF NEW UNDERSTANDING

6. TASK TIME: 30 + 10 MINS
TASK TWO: Creating revision resources that describe the psychological evidence of turning to
crime
By the end of this task you should be able to:
Must(Grade D): using the standard resource sheets…
Construct revision resources that outline the research evidence
SHOULD (Grade C/B): using the detailed resource sheets…
Construct revision resources that describe the research evidence
COULD (Grade A): using the detailed resource sheets…
Construct revision resources that explain the research evidence
MY TARGET FOR THIS TASK: _______________
STANDARD RESOURCE SHEET
Research evidence of the effect of upbringing on crime: Farrington study (1996)
The study aimed to see if problem families produce problem children. The longitudinal study took 411 inner city
London children and documented their criminality as they got older. Participants were interviewed by their parents
and teachers periodically and their criminal records were checked on their criminal behaviour as well as their
siblings, fathers and mothers. The study has confirmed that criminal children are likely to have criminal relatives.
By the age of 20 48% of participants who had criminal father had convictions compared to 19% without criminal
fathers. A major finding was while 64% of families had a family member with a conviction 6% of the participant
families accounted for over half of all convictions. Being in a single parent family, a convicted father and a
convicted sibling were key variables that related to a convicted participant. In conclusion, the study supports the
idea of crime is transmitted from one generation to the next in ‘criminal families’.
Research evidence for learning from others: Sutherlands differential association theory
Edwin Sutherland (1939) explored the idea that as well as learning behaviours, we can also learn attitudes or
values - he called them DEFINITIONS. Sutherland showed that we learn definitions from our peer groups through
interviewing a professional thief called Chic Conwell and exploring the strange "code of honour" followed by
professional thieves. He called this idea DIFFERENTIAL ASSOCIATION THEORY and claims that you learn
criminal thinking from keeping company (associating) with other deviants (people who are different).
Sutherland ended up developing 9 "laws" of Differential Association, with the 1
st
, 6
th
and 8
th
being the most crucial:
1. Criminal behaviour is learned
6. A person becomes criminal when they have an excess of pro-crime definitions
8. Criminal behaviour is learned in the same way as any other behaviour
Research evidence of the effect of poverty on crime: Wikstrom study (1996)
Aim: To investigate why young people offend.
Method/ Procedure: A cross-sectional study was carried out on nearly 2000 year 10 students (14-15). Data was
collected from official records and the students were interviewed
Results:
44.8% of males and 30.6% of females had committed at least one crime (violence, vandalism, shoplifting,
burglary and car theft) during the year 2000. Criminals are more likely to be victims than non-criminals
Conclusions:
Three types of criminal
Propensity induced: Personality characteristics
Lifestyle dependant: high risk lifestyle (POVERTY)
Situationally limited: Well-adjusted but commit crime if the situation gives them opportunity.

7. TASK TWO: Outcome Review
Circle one of the outcomes that best describes your PROGRESS in this activity (CIRCLE ONE)
MUST SHOULD COULD NONE
EVIDENCE OF PROGRESS: Using the revision resources you created, can you…?
OUTLINE THE FARRINGTON STUDY? YES / NO / SOME
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OUTLINE THE SUTHERLAND THEORY? YES / NO / SOME
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OUTLINE THE WIKSTROM STUDY? YES / NO / SOME
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OUTLINE WHY THESE STUDIES SHOW UPBRINGING
IS A FACTOR IN TURNING TO CRIME? YES / NO / SOME
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8. TASK TIME: 30 + 10 MINS
TASK THREE: Creating revision resources that evaluate the explanation of turning to crime
By the end of this task you should be able to:
Must(Grade D): using the standard resource sheets…
Construct revision resources that P-Evaluate the strengths and weaknesses of this explanation
SHOULD (Grade C/B): using the detailed resource sheets…
Construct revision resources that PEC-Evaluate the strengths and weaknesses of this explanation
COULD (Grade A): using the detailed resource sheets…
Construct revision resources that PWECC-Evaluate the strengths and weaknesses of this explanation [stretch
and challenge]
MY TARGET FOR THIS TASK: _______________
Evaluating the upbringing explanation of turning to crime
Deterministic or free will: The upbringing explanations are deterministic. They all suggest that criminality
is a direct consequence of social interaction and observation of other people. This means that criminality is
not a choice and poses an issue for the criminal justice system; if a person is not choosing to be criminal
how can they be accountable for their crimes?
Ethnocentricism: As with the majority of psychological theory this explanation of the turning to crime can
be seen as ethnocentric. All of theupbringing explanations are based upon research from western society;
it cannot be assumed that in other cultures a disrupted family will cause criminality. On the other hand you
can argue because it is focused on western societies the explanations are more valid for westernised
people who turn to crime.
Reductionist or holistic: The upbringing explanations ignore how physiology, cognition and the
unconscious mind interact with social learning and group dynamics it can be argued to be more
reductionist than holistic. This suggests the theory is limited in its validity as it neglects other genuine
causes of behaviour; the theory cannot be entirely accurate as it does not explain how genetic disorders or
cognitive processes influence the effect the social interaction of upbringing on criminal behaviour. On the
other hand the explanations may be holistic as they have elements of the social, behavioural and
developmental approach.
Scientific research: The research to support the upbringing explanations can be argued to lack scientific
rigour, even though on the surface the data from some studies seem reliable and objective.
o Methods: The studies often rely upon self-report methods or government statistics; as
questionnaires and interviews can be biased by how the questions are asked and who asks them
the results may be lacking in accuracy and therefore are not entirely valid. Self-reports and
government statistics do not have the control that experiments have.
o Data: Studies that use government statistics are normally quantitative data, this means that the
results are easily comparable. On the other hand government statistics may be lacking in reliability
as definitions of crime alter periodically and reporting methods by police are also different from
year to year; just because it shows some participants have been convicted for a crime it does not
mean that those who haven’t been convicted haven’t also committed the same crime.
o Bias: Finally, there is a social desirability in participant responses. Participants may lie to hide
crimes they have committed, or exaggerate to increase their social standing within the social
groups they are members of.
o Replication: The studies used as support are not replicable in the strictest sense as they are
longitudinal. It is impossible to repeat everything in the same way
o Sampling: supporting studies include those that are unrepresentative and biased. The
experimenters have not used truly random samples

9. Situational or Individual:The upbringing explanations are situational. They all ignore personality as the
cause for turning to crime.
Nature or Nurture: All three explanations are firmly nurture explanations.
TASK THREE: Outcome Review
Circle one of the outcomes that best describes your PROGRESS in this activity (CIRCLE ONE)
MUST SHOULD COULD NONE
EVIDENCE OF PROGRESS: Using the revision resources you created, can you…?
EVALUATE ONE ISSUE OF THE UPBRINGING EXPLANATION
OF TURNING TO CRIME? YES / NO / SOME
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10. TASK TIME: 15 MINS
TASK FOUR: Scaffolding a PWECC evaluation paragraph
Question:Evaluate the upbringing explanations of turning to crime [15]
3 PWECC PARAGRAPHS NEEDED
POINT BEING EVALUATED: ___________________________________________________________________
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WHY THE POINT IS GOOD OR BAD: ____________________________________________________________
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EVIDENCE: _________________________________________________________________________________
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COUNTER EVALUATION: _____________________________________________________________________
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CONCLUSION: ______________________________________________________________________________
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11. Typo grade: __ TASK TIME: 5 MINS
PLENARY: OUTCOME REVIEW
ASSESSING YOUR PROGRESS
Before you start the lesson do you know already know how to OUTLINE… CIRCLE ONE
The disrupted family explanation of how upbringing causes a person to
turn to crime? Y / N
The learning explanation of how upbringing causes a person to
turn to crime? Y / N
The poverty explanation of how upbringing causes a person to turn to crime? Y / N
The psychological research evidence of upbringing causing a person to
turn to crime? Y / N
Evaluate the upbringing explanations of why a person turns to crime? Y / N
STRETCH AND CHALLENGE
Can you evaluate the upbringing explanations of why a person turns to
crime using PWECC? Y / N
IMPROVING YOUR PROGRESS
DO YOU NEED A HELP ON THIS TOPIC? TICK
Yes, I need to arrange a tutorial with the teacher to progress further on this topic □
Yes, I need to arrange a meeting with another student to progress further on this topic □
I need to create EXTRA time in my revision schedule to revise this topic before the exam □