A Study of Social Bonding Theory, General Strain Theory, and Social Learning Theories on the Substance Abuse of Adolescent

2019 ◽  
Vol 21 (3) ◽  
pp. 3-28
Author(s):  
Soon Chung Ko ◽  
Seung Hyun Lee ◽  
Chang Han Lee
Keyword(s):  
Substance Abuse ◽  
Social Learning ◽  
General Strain Theory ◽  
Social Bonding ◽  
Strain Theory ◽  
Learning Theories ◽  
Bonding Theory ◽  
Social Bonding Theory ◽  
General Strain

General Strain Theory

2017 ◽  
Author(s):  
Timothy Brezina
Keyword(s):  
General Strain Theory ◽  
Negative Emotions ◽  
Empirical Support ◽  
Strain Theory ◽  
Learning Theories ◽  
Full Potential ◽  
Theory Of Crime ◽  
Crime And Delinquency ◽  
General Strain

General strain theory (GST) provides a unique explanation of crime and delinquency. In contrast to control and learning theories, GST focuses explicitly on negative treatment by others and is the only major theory of crime and delinquency to highlight the role of negative emotions in the etiology of offending. According to GST, the experience of strain or stress tends to generate negative emotions such as anger, frustration, depression, and despair. These negative emotions, in turn, are said to create pressures for corrective action, with crime or delinquency being one possible response. GST was designed, in part, to address criticisms leveled against previous versions of strain theory. Earlier versions of strain theory have been criticized for focusing on a narrow range of possible strains, for their inability to explain why only some strained individuals resort to crime or delinquency, and for limited empirical support. GST has been partly successful in overcoming these limitations. Since its inception, the theory has received a considerable amount of attention from researchers, has enjoyed a fair amount of empirical support, and has been credited with helping to revitalize the strain theory tradition. The full potential of GST has yet to be realized, however, as the theory continues to evolve and further testing is required.

scholarly journals Pathways to Self-Injury: A Qualitative Exploration of Social Psychological Processes

2017 ◽  
Author(s):  
Thomas Wojciechowski
Keyword(s):  
Social Learning ◽  
General Strain Theory ◽  
Strain Theory ◽  
Future Research ◽  
Social Control Theory ◽  
Social Psychological ◽  
Temporal Dimension ◽  
Self Injury ◽  
Causal Pathway ◽  
General Strain

Self-injury is a deviant behavior often understood as the intentional infliction of harm onto one’s own body that exists absent of suicidal. This study uses a qualitative methodology to examine the etiology and perpetuation of self-injury using the terminology of relevant social-psychological theories to determine which processes best describe a causal pathway leading to self-injury and its perpetuation after the onset of the behavior. Data obtained from 16 semi-structured interviews with former and current self-injurers indicate that the processes described in general strain theory, social learning theory, and social control theory are all important for understanding the etiology and perpetuation of self-injury. Analytic induction was utilized as the method of analysis in order to parse out only the elements universal to pathways to self-injury evident in all of the examined cases. All participants used self-injury as coping response for mitigating negative affect stemming from strain, thus, implicating general strain theory as important for understanding the onset of self-injury. Participants were categorized into two subtypes of self-injurers based upon the temporal dimension of the social learning process. Future research should attempt to use quantitative methodologies to provide generalizability for the results of this study and examine how changes in risk and protective factors over the life-course modify one’s propensity to engage in self-injury.

Schools, strain and offending: Testing a school contextual version of General Strain Theory

2012 ◽  
Vol 9 (1) ◽  
pp. 52-72 ◽  
Author(s):  
Hanne Op de Beeck ◽  
Lieven J.R. Pauwels ◽  
Johan Put
Keyword(s):  
Social Learning ◽  
General Strain Theory ◽  
Contextual Effects ◽  
Strain Theory ◽  
School Level ◽  
Main Hypothesis ◽  
Violent Offending ◽  
Individual Strain ◽  
General Strain ◽  
Lifestyle Risks

Based on the idea that schools are important socializing settings for adolescents (Gottfredson, 2001), the school contextual version of General Strain Theory (Agnew, 1999) is tested in this article. The main hypothesis of this study is that strain at the school level affects individual offending by creating individual strain. Findings suggest that school contextual effects differ: convincing contextual effects are found for violent offending but not for general offending. Furthermore, although the school mean level of strain does significantly affect individual violent offending, this effect does not proceed by creating individual strain. It is therefore suggested that the school mean level of strain either has a direct effect on violent offending or influences other important individual offending mechanisms such as social learning or lifestyle risks.

A TEST OF GENERAL STRAIN THEORY*

Criminology ◽  
2001 ◽  
Vol 39 (1) ◽  
pp. 9-36 ◽  
Author(s):  
LISA M. BROIDY
Keyword(s):  
General Strain Theory ◽  
Strain Theory ◽  
General Strain
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