Module 2

Lesson 1- EXAMINING THE THEORETICAL FOUNDATION OF CRIME

CAUSATION

Lesson 2- FORMULA OF CRIME CAUSATION, FUNDAMENTAL

SCHOOLS OF THOUGHT IN EXPLAINING THE CAUSES OF CRIME,
PERSPECTIVE OF CRIME CAUSATION

In this module you will notice the 5 instructional models.

ENGAGE

EVALUATE EXPLORE

ELABORATE EXPLAIN

GRADING SYSTEM:
 Prelim Grade = CS(60%)+PE (40%)
 Tentative Midterm Grade = CS(60%)+ME (40%)
 Midterm Grade = 40% of PG+60% of TMG
 Tentative Final Grade = CS(60%)+FE (40%)
 Final Grade = 40% of SFG+60% of TSFG

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 LESSON 1 EXAMINING THE THEORETICAL FOUNDATION OF CRIME CAUSATION
Good day, my name is Rochell P. Jarmel and I am your facilitator for today. I am so glad
to see you moving forward, despite this pandemic. But I assure you, we will grow
professionally and personally as we go on to our next journey.

Engage
Instruction: Read evaluate each statement and encircle the letter that correspond your answer
1. Deviance refers to
a. A trait
b. b. A behavior or action
c. c. Something that is always a crime
d. Both A and B
2. Which conflict theory would endorse a campaign for equal rights and equal pay for women for the sake
of reducing criminality?
a. Marxist criminology
b. Peacemaking criminology
c. Paternal criminology
d. Feminist criminology
3. _____ and _____ must exist simultaneously for a crime to occur.
a. Causation and foreseeability
b. Harm and act
c. actus reus and mens rea
d. guilty mind and hocus pocus
4. Which is FALSE about the concept of criminal causation?
a. There are two components to criminal causation, factual and legal.
b. The ''but for'' test and ''proximate cause'' test are used to determine causation.
c. If a person factually causes the death of another, then it is clear that they criminally caused their
death.
d. If there is a secondary cause of death, it doesn't mean the person is going to be not guilty of the
crime.
5. Criminology is the scientific study of
a. The making of laws.
b. The breaking of laws.
c. Society’s reaction to the breaking of laws.
d. All of these
6. Which of the following accurately describes Rational Choice Theory?
a. Criminals commit crime because they are born that way and learn from their criminal friends and
family members.
b. Crime is a result of a rational decision making process in which a criminal will choose to commit
crime because the benefits outweigh the costs.
c. Those in power determine what crime is and who will be defined as a criminal.
d. Crime is a result of a rational decision making process in which a criminal will choose to commit
crime because the costs outweigh the benefits.
7. The conflict model of law assumes that:
a. Certain acts are deemed so threatening to the society’s survival that they are designated crimes.
b. The criminal law expresses the values of the ruling class within a society.
c. Members of a society by and large agree on what is right.
d. Society is a stable entity in which laws are created for the general good.
8. What is the most important implication of Rational Choice Theory?
a. Restorative Justice
b. Social Programs targeting poverty.
c. Programs that increase a person's pro-social bonds.
d. Deterrence
9. Conflict theorists view society as a stable entity in which laws are created for the general good.
a. True
b. False

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 10. Crime has become globalized.
a. True
b. False

I am so happy to see you chasing the starts, You're doing that much better
today. I have so much to offer. Let’s boost your confidence and knowledge. Keep going


Explore
Instruction: Read and analyze the questions and state your answer in a simple yet remarkable answer on
the graphics below

1. What approach in theory development do you think is the easiest? Is it inductive, deductive or
abductive? Write your answers on the space provided.

2. What are the 3 causes of crime?

3. What theory best explains crime? Defend your answer.

"I've learned that people will forget what you said, people will forget what
you did, but people will never forget how you made them feel.”
—Maya Angelou

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Explain
Discussion
EXAMINING THE THEORETICAL FOUNDATION OF CRIME CAUSATION
LESSON 1: THE CONCEPT, IMPORTANCE AND DEVELOPMENT OF THEORY
Learning Outcomes:
At the end of this lesson, you should be able to
1. Define what theory is all about
2. Discuss the concept of theory
3. List down the importance of theory and
4. Evaluate the significance of theory

According to Freda Adler (1983), a theory is a statement that explains the relationship between
abstract concept in a meaningful way. For example, if scientist observe that criminality rates are usually high
in neighborhoods with high unemployment rates, they might theorize that environmental conditions influence
criminal behavior (Siegel, 2007)
 SOCIAL THEORY: Defined as the systematic set of interrelated statements or principles that explain
aspect of social life. Theory serves as a model or framework for understanding human behavior and
forces that form it. It is based on verified social facts or readily observed phenomena that can
constantly calculated and measured. (Siegel, 2007)
 THEORY: A supposition or a system of ideas intended to intended to explain something, especially one
based on general principles independent of the thing to be explained. It is derived from the Greek word
“theoria” which means “contemplation or speculations” (Oxford’s Dictionary)

 THEORY: a plausible or scientifically acceptable general principle or body of principles offered to

explain phenomena. It is synonymous with the term’s thesis, hypothesis, supposition, and proposition
(Merriam-Webster’s Dictionary)
 Moore stated that a theory is a related set of concepts and principle about phenomenon. It explains
how some aspects of human behavior or performance is recognized. The components of theory are:
 CONCEPTS: is a symbolic representation of an actual things example tree, chair, table,
computer, distance.
 CONSTRUCT: is the word for concepts with no physical referent example democracy, learning,
freedom, etc. one type of construct that is use that is used in any scientific theories is called a
variable. On the other hand, a principle expresses the relationship between two or more
concepts or constructs.

IMPORTANCE OF THEORY
1. Theory provides concepts to name what we observe and to explain relationships between concepts. It
allows us to explain what we see and to figure out how to bring about change, and it is a tool that
enables us to identify a problem and to plan a means for altering the situation;
2. Theory is used to justify reimbursement to get funding and support- need to explain what is being
done and demonstrate that is works;
3. Theory is used to enhance the growth of the professional area and to identify a body of knowledge
from both within outside the area of distance learning. That body of knowledge grows with theory and
research. Theory guides research; and
4. Theory helps us understand what we don’t know and therefore, in the only guide to research. It
increases its ability to solve other problems in different time and different places.

DEVELOPMENT OF THEORY
Theories were developed for us to understand why certain phenomena are happening; theory has been
developed. They are formulated by theorists in order to explain the causes and effects of crime, criminal
behavior and or delinquencies. For example, the reason why a child at a tender age knows how to utter
obscene language or why a high school student would become truant can bee explained by theories. One
of the factors maybe is the immediate family’s influence since family is the breeding ground and seedbed
of values.
Scientific understanding of a phenomenon requires the construction of theory. this theory is the basis
for predicting, manipulating, controlling, and counteracting the phenomenon, and also for relating the
phenomenon to other phenomena. However, the construction of theory requires the careful selection of
data.
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 CONCEPTS
Scientists formulate, test, accept, reject, modify, and use theories as guide to understanding and
predicting events. Theories are fruits of scientific research, a process that is designated to extend our
understandings and to determine if they are correct or useful.

THERE ARE THREE STAGES OF THEORY DEVELOPMENT

1. SPECULATIVE: Attempts to explain what is happening
2. DESCRIPTIVE: Gathers descriptive data to describe what is really happening
3. CONSTRUCTIVE: Revises old theories and develops new ones based on continuing research.
In order to understand how theory is developed, it is better to cite the three (3) kinds of reasoning
(Thompson, 2006)
1. INDUCTIVE REASONING
 Also criticized because the amount of empirical data will necessarily enable theory-building.
Example: Every snake hat has ever been tested has liver. Therefore, every snake has liver.

In developing an inductive, or grounded, theory generally follows these steps.

 RESEARCH DESIGN: Define your research questions and the main concepts and variables
involved.
 DATA COLLECTION: Collect data for your study using any of the various methods (Field
research, interviews, surveys, etc..)
 DATA ORDERING: Arrange your data chronologically to facilitate easier data analysis and
examination of processes.
 DATA ANALYSIS: Analyze your data using methods of your choice to look for patterns
connections, and significant and significant findings.
 THEORY CONSTRUCTIONS: Develop a theory about what you discovered using the patterns
and findings from your data analysis.
 LITERATURE COMPARISON: Compare your emerging theory with the existing literature. Are
there conflicting frameworks, similar frameworks, ad etc.?
2. DEDUCTIVE REASONING
 Is criticized for the lack of clarity in terms of how to select a theory to be tested via formulating
hypothesis.
Example: Every reptile has a liver. All snakes are reptiles.

Joh Dudovskiy in his book “The ultimate Guide to writing a Dissertation in Business Studies” (2016),
presented the stages of deductive approach in theory development:
 DEDUCING HYPOTHESIS from theory.
 FORMULATING HYPOTHESIS is operational terms and proposing relationship between two
specific variables.
 TESTING HYPOTHESIS with the application of relevant method (s). these are quarantine
methods such as regression and correlation analysis, or other analysis such as means, mode,
and median, and others.
 EXAMINING THE OUTCOME of the test and conforming or rejecting the theory. When analyzing
the outcome if tests, it is important to compare research findings with the literature review
findings.
 MODIFYING THEORY in instances when hypothesis is not confirmed.

3. ABDUCTIVE REASONING: Also known as Reproductive Reasoning

Abduction is a form of reasoning involved in both the generation and evaluation of explanatory
hypotheses and theories (Haig, 2005). The stages in this type of approach:
 PHENOMENA DETECTION: According to Bogen and Woodward (1998; Woodward, 1989, 2000)
as cited in the book of Brian Haig entitled “An Adductive Theory of Scientific Methods” it is claim
about phenomena, not data, that theories typically seek to predict and explain phenomena, not
for theories. Phenomena are relatively stable, recurrent, general features of the world that, as
researchers, seek to explain.
 THEORY GENERATION: According to Remenyi (2018), it is also called as theory building by
means of analyzing, synthesizing and organizing existing empirical findings on a topic into a
coherent pattern using the gathered data.
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  THEORY DEVELOPMENT: It is stimulated and facilitated through selective interest in what does
not work in an existing theory, in the sense of encouraging interpretations that will allow a
productive and a non-commonsensical understanding of an ambiguous social reality (Alvesson,
2011).
 THEORY APPRAISAL: It involves accepting a theory when it is judged to provide a better
explanation of the evidence that is rivals do. It also adheres to the use of interferences to the
best explanations in order to adjudicate between well-developed, competing theories (Thagard,
1988 s cited by Haig 2005)

You did that very well. Keep it up

Elaborate
Instruction: Using the big idea and detail chart, list down the three stages of theory development and
briefly explain each of those using your own words.

BIG IDEAS DETAILS

1. Speculative

2. Descriptive

3. Constructive

Evaluate

Criteria
Content 10 points
Completeness 10 points
Organization of thoughts 5 points
Sentence construction/ grammar 5 points
_____________________________________________
Total 30 points
State briefly the formula of crime accusation.

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 Lesson 2 FORMULA OF CRIME CAUSATION, FUNDAMENTAL SCHOOLS OF
THOUGHT IN EXPLAINING THE CAUSES OF CRIME, PERSPECTIVE OF CRIME
CAUSATION

Engage
Instruction: using the diagram below, discuss briefly the classifications of crime.

Crime Felony

Misdemeanor Offense

Explore
Instruction: Read and analyze the question and state your points on the elements of etiology and explain
briefly your answer.
1. What is the three elements of etiology of criminal act is the most significant for a crime NOT to
happen?

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 "People sleep peacefully in their beds at night only because
rough men stand ready to do violence on their behalf." —George
Orwell

Explain
Discussion
FORMULA OF CRIME CAUSATION, FUNDAMENTAL SCHOOLS OF THOUGHT IN EXPLAINING THE
CAUSES OF CRIME, PERSPECTIVE OF CRIME CAUSATION
Learning outcomes
At the end of this lesson, you should be able to:
1. Discuss the classification of crimes,
2. State briefly the formula of crime causation; and
3. Compare the three schools of thought;
4. Discuss the explanation of crime in each of the pioneers of the school of thoughts
5. Judge what school of thought best explains the causes of crime; and
6. Conduct a case study as to what school of thought best describes the way our criminal justice system
responded to those violators of law.

CRIME
 Is a generic term which may be referred to as felony when it is punishable by the Revised Penal
Code, Offense when punishable by the Special Law and misdemeanor when it violated an
ordinance. Crime based on the biblical point of view can be considered a sin. When Eve chose to eat
the forbidden fruit despite the warning of God not to eat that fruit only knows that man by nature is a
sinner. We are created by virtue of sin. Logically speaking, all crimes are sin but not all sins are crimes,
that is if there is no law punishing that act. For example, it may be sin to get envious, “For were envy
and self-seeking exist confusion and every evil thing are there. “James 3:16, but it’s not a crime as
long as you have not harmed anybody.

CONCEPTS
Crime is an old as mankind and is inevitable to a growing society. In fact, David Emile Durkheim
(1958), a French Sociologist once presented his referential construct as “but the disorganized dust of
individuals.

THE NORMALITY OF CRIME

DAVID EMILE DURKHEIM

 He maintained that criminality is a “normal” factor rather than pathological one. He indicates that crime
is found in all societies and that “crime is normal because a society exempt from it is utterly
impossible”.
 Crime is not due to any imperfection of human nature or society any more than birth or death may be
considered abnormal or pathological. It is all part of the totality of society.
 Durkheim maintains that crime is not only normal for society but that it is necessary. without crime
there could be no evolution in law. If society is to progress, each person must be able to express
himself. This however, does not lead Durkheim to condone crime or “to present an apology for crime”
when he stated that crime is merely a normal element, he viewed the whole of society as reality

DR. DAVID ABRAHAMSEN’S THEORY OF ETIOLOGY OF CRIMINAL ACTS

 Crime is a conduct of the individual’s tendencies and the situation of the moment interacting
with his mental resistance.
 C= Stand for crime
 T= for tendencies
 S= for situation
 R= For Resistance
 Abrahansems points out that:
 T= factor is not simply “aggressive tendencies” since they present in all men. “T” also refers to
an aggressive inclination of an indirect nature; for instance, projections, rebellious hostility
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 toward anyone, protest reactions or excessive motor activity. A criminal act does not take place
solely because of the release of repressed aggression, but may occur also because the offender
has built up a defense of aggression which is expressed tangentially by projections, rejections
of authority, protest reactions. Etc.
 “S” THE SITUATION, is an indeterminate factor in mobilizing the criminal act. As each person
has a unique psychological make-up, it follows that only he can achieve a particular aim in a
given environment.
 “R” The RESISTANCE TO THE TEMPTATION, it is the ability to control one’s negative
emotions, such as bad temperament, anger, etc. According to Abrahamsen, personally reactions
in criminals are by nature comparable to those found in a disease. He also claims that a higher
incidence of psychosomatic disorder is to be found in the family constellation of the offender
than in the family members of psychotic or neurotic patients.

FUNDAMENTAL SCHOOLS OF THOUGHT IN EXPLAINING THE CAUSES OF CRIME

1. CLASSICAL SCHOOL (mid- 18th century)

Cesare, Marquis of Beccaria-Bonesana (March 15, 1738- November 28, 1794) an Italian
philosophers and politician best known for his treatise ON Crimes and Punishments (1764), which
condemned torture and the death penalty and was a founding work in the field of criminology

ESSAY ON CRIMES AND PUNISHMENTS

Includes reforms to the criminal justice system which we now take for granted, in particular:

1. The prompt administration of clearly prescribed and consistent punishments

2. Well-publicized laws made by the legislature rather than individual courts or judges
3. The abolition of torture in prisons and the use of the penal system to deter would-be offenders,
rather than simply punishing those convicted.
4. The work had a great success in the whole Europe, especially in France and at the court of Catherine
II of Russia.

Note: The judiciary reform advocated by Beccaria led to the abolition of death punishment in the Grand
Duchy of Tuscany, the first Italian state taking this measure.

JEREMY BENTHAM (26 FEBRUARY 1748-JUNE 6, 1832)

 was an English jurist, philosopher, and legal and social reformer. He advocated utilitarianism
and fair treatment of animals that influenced the development of liberalism. He invented the
panoptic on, and other classical school philosophers argued the following:
 People have free will to choose how to act.
 Deterrence is based upon the utilitarian ontological notion of the human being a
hedonist who seeks pleasure and avoids pain, and a rational calculator weighing up to
costs and benefits of the consequences of each action; Punishment (of sufficient
severity) can deter people from crime, as the costs (penalties) outweigh benefits, and
that severity of punishment should be proportionate to the crime.
 The punishment. The more effective it is in deterring criminal behavior. The Classical
school of thought came about at a time that severity of punishment should be
proportionate to the crime.

Bentham’s Hedonistic calculus/ felicity involved weighing of pleasure versus pain. He

admired Beccaria’s work and believed that freewill allowed people to make calculated and
deliberate decisions related to the pursuit of their own happiness. The object of all legislation
must be the “greatest happiness of the greatest number. Bentham placed emphasis on the
crime, not on the criminal. He was much more concerned with the consequences of the act
than with motivation for the act.
Hedonistic calculus/ Felicity emphasized the principle that people have freewill to
choose their behavior, those who violated the law were motivated by personal needs such as
greed, revenge, survival and hedonism. And if, despite knowing that act is wrong and still he
committed the act then he must be punished. It defined crime in legal terms and within the
strict limits of criminal law and focused attention on crime as a legal entity. It furthers believed
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 in the DOCTRINE OF NULLUM CRIMEN SINE LEGE, which literally means “no crime
without law” and the law assumes the responsibility of the individual for his voluntary conduct
the philosophy advocated a definite penalty for each crime. It theorized that punishment had a
deterrent effect (Jeffrey, 1959). Classical School’s main principle is that, “Let the punishment
fit the crime”

2. NEO CLASSICAL SCHOOL

Classical theory was difficult to practice. It was modified in early 1800’s and become
known as neo-classical theory. The neo classical-school arose during French revolution with the
modification that children and lunatics and others were not legally responsible for their actions.
This school thought questioned that there are people who have the absence of freewill
hence they are exempted from punishment because they did not know what they are doing;
they did not know what they did was wrong or what they did was the product of insanity.
However, this legal notion has been attacked by psychiatrists for many years. The pioneer
series articles on Isaac Ray, Charles Doe, and Henry Maudsley dealt with this issue of legal
versus psychology responsibility. The legal test of insanity, the right and wrong test as stated
in the M’ Naghten case, has been criticized by psychiatrists. Ray and Doe were influential in
setting aside the M’Naghten rule in the state of new hampire.
In the case of United States Vs. Durham the court said, the accused is not criminally
liable in his unlawful act was the product of mental disease or mental defects. “Nearly 90%” of
the psychiatrists interviewed concerning the test of criminal responsibility indicated that they
favored the Durham test”. The Royal Commission on Capital Punishment recommended
abrogating the M’ Naghten test and leaving mind to such a degree that he ought not to be held
responsible. It is the fundamental notion is that, “LET THE CHILDREN AND LUNATIC
CRIMINALS BE EXEMPTED FROM PUNISHMENT”

3. POSITIVIST SCHOOL
Presumes that criminal behavior is caused by internal and external factors outside of the
individual’s control. Scientific method was introduced and applied to study human behavior.
Positivism can be broken up into three segments which include biological, psychological and social
positivism.

CESARE LOMBROSO, BORN EZECHIA MARCO LOMBROSO (NOVEMBER 6, 1836- OCTOBER

19, 1909)
 was an Italian criminologist and founder of the Italian School of Positivist Criminology.
 Regarded as the “FATHER OF CRIMINOLOGY” and has largest contributions to biological
positivism through scientific approach, insisting on empirical evidence, for studying crime
concepts drawn from physiognomy, early eugenics, psychiatry and Social Darwinism,
Lombroso’s theory of anthropological criminology essentially stated that criminality was
inherited, and that someone “born criminal” could be identified by physical defects, which
confirmed a criminal as savage, or atavistic. He wrote a book entitled “The Criminal Man” in
1876.

ENRICO FERRI
 as student of Lombroso, believed that social as well as biological factors played a role, and
held the view that criminals should not be held responsible for the factors causing their
criminality were beyond their control.

RAFAELLE GAROFALO (1851-1934)

 an Italian jurist and a student of Cesare Lombroso. He rejected the doctrine of free will and
supported the position that crime can be understood only if it is studied by scientific methods.
He attempted to formulate a sociological definition of crime that would designate those acts
which can be repressed by punishment.
 These constituted “Natural Crime” and were considered offenses violating the two basic
altruistic sentiments common to all people, namely, probity and pity.

The Italian School of Criminology was founded at the end of the 19th century by Cesare Lombroso
(1835-1909) and two of his Italian disciplines, Enrico Ferri (1856-1929) and Raffaele Garofalo (1851-
1934).

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 LOMBROSO IDENTIFIED THREE TYPES OF CRIMINAL:
1. ATAVIST – known as born criminal

2. INSANE CRIMINAL – Alcoholic, kleptomaniac, nymphomaniac, and child molesters

3. CRIMINALOID – Criminaloids were further categorized as “habitual circumstances”, who become

so by contract with other criminals, or other “distressing circumstances” (criminal by passion hot-
headed and impulsive persons who commit violent acts when provoked).

STIGMA RELATED TO AN ATAVISTIC CRIMINAL:

1. Deviation in head size and shape from type common to race and region from which the criminal
came.
2. Asymmetry of the face
3. Eye defects and peculiarities
4. Excessive dimensions of the jaw and check bones
5. Ears of unusual size, or occasionally very small, or standing out from the head as to those of
chimpanzee
6. Nose twisted, uptured, or flattered in thieves, or aquiline or breaks like in murderers, or with a tip
rising like a peak from swollen nostrils.
7. Lips fleshy, swollen, and protruding
8. Pouch in the cheek like those of some animals
9. Chin preceding, or excessively long, or short and flat, as in apes
10. Abnormal dentition
11. Abundance, variety, and precocity of wrinkles
12. Anomalies’ of the hair, marked by characteristics of the opposite sex.
13. Defects of the thorax, such as too many or too few ribs, or supernumerary nipples.
14. Inversion of sex characters in the pelvic organs
15. Excessive length of arms
16. Supernumerary fingers and toes
17. Imbalance of the hemisphere of the brain (asymmetry of the cranium)

The Female Offender 1901

Most women are not criminal those that are, are most often occasional criminals but, some
women are atavistic criminal

4. CHICAGO SCHOOL

The Chicago School arose in the early twentieth century, through the work of Robert Ezra
Park, Ernest Burgess and other urban sociologists at University of Chicago. In the 1920’s, Park and
burgess identified five concentric zones that often exist as cities grow, including “zone in transition”
which was identified as most volatile and subject to disorder.

In the 1940’s, Henry McKay and Clifford R. Shaw focused on juvenile delinquents, finding that they
were concentrated in the zone of transition. Chicago School of sociologist adopted a social ecology
approach to study cities, and postulated that urban neighborhoods with high levels of poverty often
experience breakdown in the social structure and institutions such as family and schools.

PERSPECTIVE OF CRIME CAUSATION

The classical perspective views crime as a product of situational forces; that crime is a function
of freewill and personal choice. It emphasized that the purpose of punishment is mainly to deter the
occurrence of crime. The three principles of punishment that become the trade mark of Beccaria’s
classical deterrence doctrine Swift, Certain, and severe.

•SWIFT: Pertains to punishment which must swift to be effective. According to Mirriam-Webster

dictionary swift means occurring suddenly or within a very short time.
•CERTAIN: Refers to the idea that people must know they will be punished for their illegal behavior-
that they cannot evade the strong arms of the law, and that no one may takes as substitute for the
punishment of the one who violated the law.

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 •SEVERE: Pertains to punishment that is severe enough outweigh the rewards of the illegal action-
severity and proportionality are sometimes at odds especially since each person is different in terms of
what constitute as “severe” punishment. It is also stressed out that crime problem could be traced not
to bad people but to bad laws (Adler et al,. 2012).

BIOLOGICAL PERSPECTIVE
The biological perspective regarded crime as the product of internal forces. The focus of the
perspective is mainly on the individual person itself. It may answer the questions of why a person
becomes a criminal. For example, a person who is suffering from kleptomania who steals a piece of
canned good from a convenience store. That crime is function of chemical, neurological, genetic,
personality, intelligence or mental traits, personality, intelligence and mental traits. The focus of the
study is mainly on the individual person itself. It may answer the question of a why a person becomes
a criminal.

PROCESS PERPECTIVE
The process perspective claimed that crime is a product of socialization or interaction of one
person to another and that crime is a function of upbringings, learning, and control. Parents, teachers,
environment, mass media, and peer groups may influence behavior. This concerns on how persons
become a criminal.

CONFLICT PERSPECTIVE
The conflict perspective stressed the causes of crime based on economic and political forces.
According to crime perspective, crime is a function of competition for limited resources and power. Law
is a tool of the ruling class in order to control the lower class it is designed to protect the wealthy
people. Crime is politically defined concept.

BIOSOCIAL PERSPECTIVE
The biosocial perspective sought to explain the onset of anti-social behavior such as aggression
and violence by focusing on the physical qualities of the offenders. It concentrated mainly on the three
areas focus: Biochemical (Diet, genetic, hormones, and environmental contaminations), Neurological
(brain damage), and genetic (inheritance)

PSYCHOLOGICAL PERSPECTIVE
The psychological perspective expressed that criminal behavior, was the product of
“unconscious” forces operating with a person’s mind, and that conflicts occurring at various
psychosexual stages of development might impact and individual’s ability to operate normally as an
adult hence, if the aggressive impulse is not controlled, or is repressed to an unusual degree, some
aggression can “leak out” of the unconscious and a person can engage in random acts of violence.
"When everything seems to be going against you, remember that the airplane
takes off against the wind, not with it." —Henry Ford

Elaborate
Instruction: explain the following perspective of crime causation in your own words.

CONFLICT
PERSPECTIVE

PROCESS BIOSOCIAL
PERPECTIVE PERSPECTIVE

PERSPECTIVE
BIOLOGICAL
OF CRIME PSYCHOLOGICAL
PERSPECTIVE
CAUSATION PERSPECTIVE

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 You’re doing that much better. Keep working on it. You’re good.  

Evaluate
Instruction: Read and analyze each question, and encircle the letter that corresponds your answer
1. Who may perform a physical and/or sexual battery examination?
A. First responding officer
B. First responding firefighter
C. Medical Personnel
D. Lead Investigator
2. ______ is a child 12 years of age or younger who is alleged to have committed a violation of a sexual
nature
A. Sex Offender
B. Juvenile Sex Offender
C. Voyeur
D. Sexual Deviant
3. The sexual pleasure obtained by rubbing the clothed body against other clothed people (against their will) is
known as....
A. Sexual Battery
B. Voyeurism
C. Exhibitionism
D. Frottage
4. Urinating in public can be charged as....
A. Disorderly Conduct
B. L/L Exhibition
C. L/L Conduct
D. Sexual prowling
5. True or False: There is no specific charge for a "Hate Crime"
A. True
B. False
6. Which one of these statements is true regarding Loitering and Prowling?
A. There is no true charge for Loitering and Prowling
B. If someone flees when they see you, you can chase after them and charge them with "Resisting w/o
Violence"
C. If someone flees when they see you, you cannot chase after them
D. If someone flees when they see you, you can chase after them, and then ask them what they're doing
when you catch up
7. True or False: A person can be charged with Breach of the Peace if the person they're annoying is a Law
Enforcement Officer.
A. True
B. False
8. Two or more people fighting in the street can all be arrested and charged with...
A. Disorderly Conduct
B. L/L Conduct
C. Affray
D. Rioting
9. If someone is drinking alcohol and is causing a disturbance, they can be charged with....
A. Disorderly Conduct
B. Disorderly Intoxication
C. Breach of Peace
D. L/L Conduct
10. A party can be classified as an open house party if...
A. There are more intoxicated people at the house than sober people
B. There are 1 or more minors consuming controlled substances
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 C. There are more than 3 kegs at one residence
D. The noise level is above 30 Decibels

"The police are the public and the public are the police; the police being
only members of the public who are paid to give full time attention to
duties which are incumbent on every citizen in the interests of
community welfare and existence." —Robert Pee

References

Caῆo, G. and Panugaling, G. (2020). Theories of crime causation. Occidental Mindoro: REX Book Store

n.n(n.d). Human behavior retrieved on January 23, 2021 from

https://quizizz.com/admin/quiz/5c0978dd46f9b4001a9bba40/human-behavior-quiz-61-and-62

Breedlove, M.(n.d) Principles of psychology retrieved on January 22, 2020 from

https://global.oup.com/us/companion.websites/9780199329366/ch1/quiz/

Owen, S., Fradella, H., and Joplin J. (nd) foundation of criminal justice Retrieved on January 23, 2021 from
https://global.oup.com/us/companion.websites/9780199374335/cha5/quiz/mcq/

Pesante L. Criminology theories exam on January 23, 2021 from https://www.proprofs.com/quiz-

school/story.php?title=criminology-theories-exam

n.n (n.d) Criminal Investigation retrieved on January 23, 2020 from https://www.proprofs.com/quiz-
school/story.php?title=brc-104-criminal-investigations-part-2-306334_1

Dadaley R. (n.d) Professionalism & ethics retrieved on January 23, 2021 from https://www.proprofs.com/quiz-
school/story.php?title=professionalism-ethics

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