1. Differential Association Theory
Group 1

2. What is it?
• It is a theory first coined by Edwin H. Sutherland in
which values, attitudes, techniques, and motives for
criminal behavior is learned mainly through intimate
groups and process of communication.
• Example: friends, peers, family, work, sports, gangs

3. The Nine Principles of the Differential Association Theory
• 1. Criminal behavior is learned.
• 2. Criminal behavior is learned in interaction with other persons in a process of
communication.
• 3. The principal part of the learning of criminal behavior occurs within intimate personal
groups.
• 4. When criminal behavior is learned, the learning includes (a) techniques of committing the
crime, which are sometimes very simple; (b) the specific direction of motives, drives,
rationalizations, and attitudes.
• 5. The specific direction of the motives and drives is learned from definitions of the legal
codes as favorable or unfavorable.
• 6. A person becomes delinquent because of an excess of definitions favorable to violation of
law over definitions unfavorable to violation of law.
• 7. Differential association may vary in frequency, duration, priority, and intensity.
• 8. The process of learning criminal behavior by association with criminal and anti-criminal
patterns involves all of the mechanisms that are involved in any other learning.
• 9. While criminal behavior is an expression of general needs and values, it is not explained by
those general needs and values since non-criminal behavior is an expression of the same
needs and values

4. According to the theory…
• Kids become involved in more frequent or serious
behavior by:
-Socially mingling in a network of close-knit relationships
that maintain the importance of the relationship.
-Learning criminal behavior from the trusted network of
peers because expectations are established (Haynie, 2002).
-Those expectations of criminal behavior has now
become “normal behavior” for the delinquents
Example: Gang Involvement

5. Remember !!!!
**Due to the fact that peer friendships are very important during the
adolescent years, acceptance by peers is crucial
**These types of close networks (i.e. gang) are very influential to a
juvenile’s criminal behavior (Haynie, 2002).
“Monkey See, Monkey Do”

6. According to the theory..
WHY do kids continue to act in such delinquent
ways?
-Kids may feel secure with their delinquent group
because it offers rewards in the form of satisfaction of
noncriminal desires such as the desire for companionship
(i.e., friends or family)
- In certain groups, such as gangs, kids may provided
stimuli to encourage security and protection from “rival
gangs” (Kissner and Pyrooz, 2009).

7. With This Theory in Mind…
• How can kids change their criminal behavior?
• Since the influence of a certain group will greatly affect the
individual…
• Involvement in a nicer, wholesome, and brighter group of
peers, family, or friends could change the kid’s behavior to
positive attitudes by learning from them!
•

8. Probation Officer’s Guide to High
Risk Youth

9. Family Dynamics
• Absent Parents
• Parents with criminal history
• Siblings with criminal history
• Violence in the home
• Parents/siblings gang
involvement

10. Past Criminal History
 Numerous probation
violations
 Not affected by breaking
the law as it is favorable
 Breaking the law as part
of a gang.
 Long and extensive
history of law violations

11. Juvenile’s Mindset
• Positive attitude toward crime
• Unwillingness to change
• No remorse over crime
• Negative goals
– Ex: be a ranking member in a gang,
kill a rival gang member etc…

12. 3. How authoritative figures can
prevent juvenile delinquency
• Become better leaders
– As previously stated, juveniles are known to imitate, (“Monkey see, monkey
do”), because they do not see the bigger picture. If there were more people in
their lives that came from their same struggle but made a way out of it, they
will look to their success and attempt achieving similar goals.
According to Sutherland, most learning occurs within intimate groups so if
authoritative figures (i.e. parents, teachers, etc,.) are present and active in
these juveniles lives, they reduce the risk of them engaging in delinquency.
i.e. The Big Brother, Big Sister Program

13. •Be persistent & be consistent
– Set boundaries and make sure they are followed.
– Get all surrounding adults on the same page so
the juvenile understands that if they can’t get
away with something from their parent, they can’t
from their teacher either.

14. • Keep them busy!!
• Sports and extra-curricular activities are a great way
to keep a child out of trouble. Sports are known to
keep them focused and disciplined. So just as a
criminal behavior can be learned (Principle 1), good
behaviors can be learned as well.
(i.e. teamwork & accountability)

15. • Stop trying to be their friend…
• Parents who try to be more of a friend to their child
than and parent often do more damage than healing.
It is almost as if they are blind sided as to what their
role is.
• Juveniles need direction and firmness. This should
come from someone who is less interested in trying
to become their friend and trying to help guide
them on a positive path.

16. Contributions by
Tamika Jones
Jiwon An
Miguel Ramirez
Jasmine Velazquez