Delinquency Prevention and Labeling (From Families, Schools, and Delinquency Prevention, P 257-267, 1987, James Q Wilson and Glenn C Loury, eds. - See NCJ-105609)

• NCJ Number: 105618
• Author(s): C F Wellford
• Date Published: 1987
• Length: 11 pages
• Sale Source: Springer-Verlag
• Language: English
• Country: United States of America
• Note: *This document is currently unavailable from NCJRS.

Annotation

This paper reviews the intellectual foundations of labeling theory, considers its most frequently discussed elements, reports the findings of empirical tests of the theory, and evaluates the impact of early interventions on delinquent and related behaviors.

Abstract

Labeling theory has contributed to criminological and social thought by making policymakers and practitioners aware of the potentially damaging effects of sanctions and interventions on juveniles' self-concept. The research literature indicates, however, that criminal justice interventions in adolescence have not produced the negative effects predicted by labeling theory because the development of self-concept occurs in earlier childhood and because the labeling agency is not a credible source of social definitions for those labeled. These findings do not undermine the importance of symbolic interaction and the labeling concept for the development of self-concept in early childhood. Self-concept forged by the family, school, and community in a child's early years accounts for a portion of the variation in delinquent behavior. Early interventions purporting to prevent delinquency must be careful that the identification of some children and their families as at high risk of deviancy does not negatively impact self-concept and social involvement. 3 notes and 23 references.