HU Credits: 4

Degree/Cycle: 1st degree (Bachelor)

Responsible Department: Criminology

Semester: 2nd Semester

Teaching Languages: Hebrew

Campus: Mt. Scopus

Course/Module Coordinator: Dr. Limor Yehuda

Coordinator Email: Limlim34@gmail.com

Coordinator Office Hours: In coordination with the Lecturer

Teaching Staff:
Dr. Limor Yehuda

Course/Module description:
A general description of the course the study of causes of involvement in delinquency among youth and young people encompasses diverse worlds of knowledge. A fascinating body of knowledge in this field focuses on how parents may influence their children in terms of the formation of antisocial behavior in its various shades. This course will deal with theoretical and research knowledge in the field, alongside the presentation of structured, multi-stage and thorough knowledge in the field of planning and empirical research, in order to create scientific, valid and reliable knowledge by the students. During the course, basic theories will be studied, presenting various mechanisms through which parenting in its various shades and circumstances influences the involvement of youth and young people in the family in criminal behavior. In addition to theoretical aspects, existing studies will be used to enrich the knowledge of course participants in the field of relevant research designs used in the world of producing research knowledge in the field of parenting and delinquency.

Course/Module aims:
Imparting theoretical and research knowledge on parenting and delinquency among offspring, while deepening approaches and findings from the world of psychology, sociology and biology relevant to this field. This is in addition to carrying out research, while selecting a topic, formulating an appropriate review and dealing with original questions in the field of knowledge of the course. In addition, the student will be accompanied by the lecturer in the execution of a quantitative or qualitative research system. The knowledge that will be given during the course dealing with the course topic will serve as a basic platform for choosing a research topic and choosing appropriate tools and arrays to carry it out.

Learning outcomes - On successful completion of this module, students should be able to:
At the end of this course, students will be able to: 1. Demonstrate proficiency in theories relevant to the subject of course 2. Locate additional relevant knowledge of a given research topic in the field of course 3. Write an appropriate review for research question 4. Plan and carry it out in all its stages and author a comprehensive research seminar.

Attendance requirements(%):
100%

Teaching arrangement and method of instruction: Lectures and workshops

Course/Module Content:
theories regarding the mechanisms of the formation of delinquent behavior, planning and executing a research system; Existing knowledge as an engine for creating scientific innovations in family structure and characteristics of parental and family functioning in delinquency among delinquent and adolescent violence offspring in view of parental abuse, incest and delinquency Research – analysis of data, findings and presenting them to remote-controlled parenting, imprisonment and antisocial behavior among their children Fathers and mothers, extreme behaviors as a cause and as a product everything passes in the family – delinquency in hereditary aspects

Required Reading:
שיעור 1-2

תיאוריות בדבר מנגנוני התהוות של התנהגות עבריינית

אדד, מ'. (2001). נגטיביזם בגיל ההתבגרות. בתוך: מ. אדד וי. וולף (עורכים), עבריינות וסטייה חברתית - תיאוריה ויישום (עמ' 59-41). אוניברסיטת בר אילן

אדד, מ. (2008). קרימינולוגיה: העבריין בהתהוותו. הוצאת אור-עם. (פרקים: 4 ו-6).

Gorman-Smith D. (2000). A developmental-ecological model of the relation of family functioning to patterns of delinquency, Journal of Quantitative Criminology, 16, 169–198.


שיעור 3

תכנון והוצאה לפועל של מערך מחקר; ידע קיים כמנוע ליצירת חידושים מדעיים

בייט-מרום, ר' (1986). שיטות מחקר במדעי החברה. תל אביב: האוניברסיטה הפתוחה. (יחידות 1-3).


Bozalek, V. & Bak, N. (2011). Reviewing the literature. In R. M. Grinnell & Y. A. Unrau (Eds.), Social work research and evaluation: Foundations of evidence-based practice (9 ed., pp. 122-128). Oxford UK: Oxford University Press
Grinnell, R. M., Williams, M., & Unrau, Y. A. (2011). Research problems and questions. In R. M. Grinnell & Y. A. Unrau (Eds.), Social work research and evaluation : Foundations of evidence-based practice (9th ed., pp. 20-31). Oxford UK: Oxford University.



שיעור 4

מבנה משפחה ומאפייני תפקוד הורים ומשפחה בראיי עבריינות בקרב צאצאים

ויניקוט, ו, ד, (2014). חסך ועבריינות – והמאמר "מוסר וחינוך". הוצאת תולעת ספרים. (חלק ב' – טבעה של הנטייה האנטי חברתית ומקורותיה עמ' 171-241)


Tapia, M., Alarid, L. F., & Clare, C. (2018). Parenting Styles and Juvenile Delinquency: Exploring
Gendered Relationships. Juvenile and Family Court Journal, 69(2), 21-36.‏


שיעור 5-6

עבריינות ואלימות בני נוער בראי התעללות מצד הורים


Fonagy, P. (2018). Early life trauma and the psychogenesis and prevention of violence. In Violence in Children (pp. 33-53). Routledge.‏

Fox, B. H., Perez, N., Cass, E., Baglivio, M. T., & Epps, N. (2015). Trauma changes everything: Examining the relationship between adverse childhood experiences and serious, violent and chronic juvenile offenders. Child Abuse & Neglect, 46, 163-173.

Sukkyung, Y. (2015). Development pathways from abusive parenting to delinquency: The mediating role of depression and aggression. Child abuse & neglect, 46, 152-162.


שיעור 7

התעללות מינית, גילוי עריות ועבריינות

גור, ע'. (2004). הסרסור שלי לא היה צריך ללמד אותי כלום, אבא לימד אותי הכל בבית. גילוי עריות כגורם מרכזי בהתדרדרות של נשים ונערות לזנות, סמים ועבריינות. בתוך: זליגמן, צ. וסולומון, ז'. (עורכים). הסוד ושברו: סוגיות בגילוי עריות. 457-482.הקיבוץ המאוחד

טל, מ'. (2013). "פעם הייתי סינדרלה היום אני אימא". חוויתן של אימהות פוגעות שנפגעו בילדותן. חברה
ורווחה: רבעון לעבודה סוציאלית, 33 (2), 227-253.

Kozak, R. S., Gushwa, M., & Cadet, T. J. (2018). Victimization and violence: an exploration of
the relationship between child sexual abuse, violence, and delinquency. Journal of child sexual
abuse, 27(6), 699-717.‏

שיעור 8-9

ביצוע מחקר – ניתוח נתונים, ממצאים והצגתם
בייט-מרום, ר' (1986). שיטות מחקר במדעי החברה. תל אביב: האוניברסיטה הפתוחה. (יחידות 5,7,8).

צבר-בן-יהושע, נ' (2001). מסורות וזרמים במחקר איכותני. דביר

Anderson, N. H. (2013) Unified psychology based on three laws of information integration. Review of General Psychology. 17, 125-132.


שיעור 10
הורות בשלט רחוק, מאסר והתנהגות אנטי סוציאלית בקרב ילדיהם

Seymour, C. (2017). Introduction: Children with Parents in Prison: Child Welfare Policy, Program, and Practice Issues. In Children with parents in prison (pp. 1-26). Routledge.‏

Stewart, G. (2018). Behavioral problems in sons of incarcerated or otherwise absent fathers: The issue of separation. In Impacts of incarceration on the African American family (pp. 105-120). Routledge.


שיעור 11-12
אבות ואמהות, התנהגויות קיצון כגורם וכתוצר
Farrington, D. P., Ttofi, M. M., & Crago, R. V. (2017). Intergenerational transmission of convictions for different types of offenses. Victims & Offenders, 12(1), 1-20.‏

Ferguson, S. A., Williams, A. F., Chapline, J. F., Reinfurt, D. W., & De Leonardis, D. M. (2001). Relationship of parent driving records to the driving records of their children. Accident Analysis & Prevention, 33(2), 229-234.
‏
Silberman, M. (2010). Sexual abuse in childhood and the mentally disordered female offender. International Journal of Offender Therapy and Comparative Criminology, 54(5), 783-802.

Simmons, C., Steinberg, L., Frick, P. J., & Cauffman, E. (2018). The differential influence of absent and harsh fathers on juvenile delinquency. Journal of adolescence, 62, 9-17.‏

Tremblay, M. (2017). Fatherhood and Delinquency: An Examination of Risk Factors and Offending Patterns Associated with Fatherhood Status among Serious Juvenile Offenders. Journal of Child and Family Studies, 26.(3), 677-689


שיעור 13-14
הכל עובר במשפחה – עבריינות בהיבטים תורשתיים


Baskin-Sommers, A. R. (2016). Dissecting Antisocial Behavior: The Impact of Neural, Genetic, and Environmental Factors. Clinical Psychological Science, 4(3), 500-510.‏

Moffitt, T. E. (2005). The new look of behavioral genetics in developmental psychopathology: Gene-environment interplay in antisocial behaviors. Psychological Bulletin, 131, 533-554.

Tuvblad, C., & Beaver, K.M. (2013). Genetic and environmental influences on antisocial behavior. Journal of criminal justice, 41(5), 273-276.

Additional Reading Material:
דרייקוס, ר. (1994). יסודות הפסיכולוגיה האדלריאנית (עמ' 22-37; 41-52). מכון אדלר.

לרנאו, ח. (2016). עבריינות ואכיפת חוק: תיאוריה, מדיניות, ביקורת. חיפה: הוצאת פרדס.

ראובן, י' (2007). קרבנות בילדות, עבריינות מתבגרים ומה שביניהם. בתוך ד. הורוביץ, י. בן יהודה, מ. חובב,
(עורכים), התעללות והזנחה של ילדים בישראל – הנפגעים, אכיפת החוק והמשפט, רפואה, חינוך ורווחה.
אשלים. (עמ' 781-811).


Appelbaum, P. S. (2005). Behavioral genetics and the punishment of crime. Law and Psychiatry, 56, 25-27.

Asscher, J. J., Van der Put, C. E., & Stams, G. J. J. M. (2015). Gender Differences in the Impact of Abuse and Neglect Victimization on Adolescent Offending Behavior. Journal of Family Violence, 30, 215–225. http://doi.org/10.1007/s10896-014-9668-4

Bianchi, A., & Summala, H. (2004). The “genetics” of driving behavior: parents’ driving style predicts their children’s driving style. Accident Analysis & Prevention, 36(4), 655-659.

Caspi, A., McClay, J., Moffitt, T.E., Mill, J., Martin, J., Craig, I.W., Taylor, A., & Poulton, R. (2002). Role of genotype in the cycle of violence in maltreated children. Science, 297(5582), 851- 854.

Damant, D., Lapierre, S., Lebosse, C., Thibault, S., Lessard, G., Hamelin – Brabant, L et al. (2010). Women's abuse of their children in the context on domestic violence: Reflection from women's accounts. Child & Family Social Work, 15, 12-2

Farrington, D. P., Jolloffe, D., Loeber, R., Stouthamer-Loeber, M., & Kalb, L. M. (2001). The concentration of offenders in families, and family criminality in the prediction of boys’ delinquency. Journal of Adolescence, 24, 579-596.

Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R., & Hill, K. G. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. Archives of pediatrics & adolescent medicine, 153(3), 226-234.
Hoffmann, P. H. (2006). Family structure, community context, and adolescent problem behaviors. Journal of Youth and Adolescence, 35, 867-880.

Loeber, R., Jennings, W. G., Ahonen, L., Piquero, A. R., & Farrington, D. P. (2016). Female Delinquency from Childhood to Young Adulthood: Recent Results from the Pittsburgh Girls Study. Springer.‏

Renk, K., Boris, N. W., Kolomeyer, E., Lowell, A., Puff, J., Cunningham, A., & McSwiggan, M. (2015). The state of evidence-based parenting interventions for parents who are substance-involved. Pediatric research, 79(1-2), 177.

Tuvblad, C., & Baker, L.A. (2011). Human aggression across the lifespan: genetic propensities and environmental moderators. Advances in genetics, 75, 171-214.

Schroeder, R. D., & Mowen, T. J. (2014). Parenting style transitions and delinquency. Youth & Society, 46(2), 228-254.

Whittaker, A. (2012). Research skills for social work (2nd ed.; pp. 23-35). London: Sage Publications. Reid, W. J., & Smith, A. D. (1989). Research in social work (pp. 43-56). Columbia University Press

Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 0 %
Participation in Tutorials 0 %
Project work 80 %
Assignments 10 %
Reports 5 %
Research project 0 %
Quizzes 0 %
Other 5 %
schedule

Additional information:
5% - Presentation of a research system in the classroom

5% compliance with the times in terms of submitting sub-tasks (review of literature, question formulation and hypotheses, choosing or building a research tool, transferring it among participants / locating databases, analyzing data, writing a chapter of findings and discussing)

10% presenting the main findings and possible explanations.

80% - Conduct research and write research work (empirical)