The Aggressive Middle-Class Delinquent

Shanley, Fred J.; Lefever, D. Welty; Rice, Roger E.

doi:10.2307/1141288

Cited by 4 publications

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“…----- Hi. KD Boys Inadequate accomplishments in school, lack of interest and goals, classroom misbehavior, truancy, school dropout, and delinquency are related problems (Healy and Brunner, 1926;Healy and Brunner, 1936; Kvaraceus, 1945;Powers and Witmer, 1951;Wattenberg, 1960;Shanley, 1964;Polk, 1965).…”

Section: Discussionmentioning

confidence: 99%

Health and social services

1993

Ageing International

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Section: Discussionmentioning

confidence: 99%

Health and social services

1993

Ageing International

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“…KD Boys Lo. KD Girls Inadequate accomplishments in school, lack of interest and goals, classroom misbehavior, truancy, school dropout, and delinquency are related problems (Healy and Brunner, 1926;Healy and Brunner, 1936; Kvaraceus, 1945;Powers and Witmer, 1951;Wattenberg, 1960;Shanley, 1964;Polk, 1965).…”

Section: Discussionmentioning

confidence: 99%

Health and Social Services

1968

The Lancet

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Persistent classroom misbehavior constitutes a serious problem for the student, for his classmates, for his teacher, and ultimately for the community as a whole. Chronic misconduct appears to be essentially aggressive in character since it involves defiance, destructiveness, rule breaking, class disruption, cruelty, and fighting. Efficient learning in the classroom becomes virtually impossible when the teacher and students are frequently diverted from the learning task by aggressively troublesome students. Beyond his immediate impact, the aggressive child may exert more lasting harmful effects upon the climate of the classroom. Other children may imitate his misbehavior, thus reducing still further the opportunities for learning. The teacher may become increasingly watchful and decreasingly instructive. Prolonged contact with problems of this nature may also engender emotional disturbances in the teacher. In a very real sense, everyone in the classroom is influenced to some degree by the aggressive child. But in addition and beyond the confines of the school classroom, aggression appears to be related to the problem of school dropout and juvenile delinquency. Thus, society at large also becomes a victim. Because of its wide range of influence, persistent classroom misbehavior should surely be a subject worthy of considerable interest and study. Only when the dynamics of such inappropriate and deleterious behaviors are understood can we expect the problem to be alleviated. Comments Child Yes-you have to know how to read checks and bills. Yes-cause like to-if not can't read paper, history or high school works Yes-help you learn. Yes-newspapers. Yes-learn the words-can read stories, Yes-grow up wouldn't know how to spell or read. Yes-helps to do things when grown up. Yes-helps Ile learn. Yes-got to pass to next grade-reading helps. Yes-stories are real good. Yes-so you can learn lots of stuff. Yes-helps in lot of other subjects. Child 24. How would you teach somebody to read? Child Read to them 4 Have them read aloud 5 Other; bring books; give lessons 2 Don't know; no response 2 The two main techniques the children said they would use in teaching someone to read were to read to them and to have them read aloud. Comments Child Read out loud to them-help with words. would read-have them follow along. Listen to see if they make mistakes. Give him lessons. Make read out loud-make read a lot-ask questions about whats readgive him books.

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“…Les Myerhoff ( 1964 ) indiquent que la délinquance en bande en milieu aisé est plus souvent capricieuse, manipulatrice et malicieuse que violente ; mais cette délinquance comprend aussi des vols fréquents et réguliers d'articles de valeur : radios, tourne-disques, télévisions, accessoires d'automobiles, etc. Finalement, Shanley et al (1966) ont identifié un groupe de délinquants agressifs dont les contacts avec la police sont aussi fréquents et concernent des actes aussi graves que ceux de ces groupes en milieu ouvrier.…”

Section: Description De La Délinquance En Milieu Aiséunclassified

La délinquance en milieu aisé

Leblanc¹

2006

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DELINQUENCY IN THE MIDDLE CLASS : A GROUP CULTURE OF COMMITTED DRUG USERS As a first step, this monograph evaluated the literature dealing with middle class delinquency. We were interested in the traditional forms of delinquency — agression, theft, etc., but in new forms as well : the hippie movement and student protest. Our second step was the study of a group culture of young adults, users of the minor drugs, hallucinogenics and psychedelics. This empiric study of the drug phenomenon in the middle class was accomplished by participant observation. The object of analyzing the group culture was to show how the consumption and distribution of drugs condition the structural and cultural aspects of life among a group of drug users. The results showed that the drug consumers studied were not social failures, and that their only consistent manifestation of maladjustment lay in their use of drugs. The group studied was a quasi-group whose activities consisted of sitting around and taking drugs with a background of silence or music. Culturally, much more of a vacuum was to be observed than adherence to an ideological, counter-cultural .— or rather, para-cultural .— support. The most interesting result was the demonstration of the direct relationship between drugs (consumption and/or distribution) and the structural and cultural aspects of the group studied. To interpret this drug phenomenon in the middle class, we advanced a paradigm consisting of four fields of importance : mass society that is alienating and anomic, the place of youth in society, the tolerance toward deviance, and the aimlessness of leisure time. On the basis of these areas of importance, the drug phenomenon exists because of the drift of youth between conformity and deviance.

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The Aggressive Middle-Class Delinquent

Cited by 4 publications

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