Who becomes delinquent?
Subtitle: second report of the Cambridge Study in Delinquent Development
By: by D. J. West in collaboration with D. P. Farrington.
Contributors: Farrington, David P.; Cambridge Study in Delinquent Development.
Series: Cambridge studies in criminology
Publisher: Heinemann Educational [for the Cambridge Institute of Criminology]
Published: 1973
Place of publication: London
Language: eng
Format: Hardcover
Number of pages: 265
Subjects: Juvenile delinquency.; Criminal behavior, Prediction of.
Description: "Second report of the Cambridge Study in Delinquent Development."--T.p.

Continuation of the author's "Present conduct and future delinquency"
Notes: Bibliography: p. 240-255.
Continuation of the author's Present conduct and future delinquency.
Includes index.
Table of contents: title: Introduction. Origin and purpose of the study -- The particular features of the present study -- The extent and nature of delinquency. Preliminary facts about the population -- Identifying the delinquents -- The prevalence of juvenile delinquency in the study sample -- The prevalence of juvenile delinquency in other studies -- Age at conviction -- Types of offences -- Companions in crime -- Court disposals -- Criminal careers -- Boys’ descriptions of their offences and convictions -- A scale of delinquency -- Conclusions -- Notes to chapter I -- The home background. Family income -- Interpreting the findings on income and delinquency -- Family size -- Criminality in families -- Notes to chapter II -- Parental behavior. Present findings and previous studies -- Parental attitude -- Parental discipline -- Parental attitude and discipline combined -- Parental conflict -- Parental supervision -- Parental arrangements for boys’ leisure -- Mothers’ job aspirations for boys -- Parental behavior : a global rating -- Notes to chapter III -- More about home backgrounds. Separations and broken homes : (a) broken homes, (b) separations from parents -- Parental authoritarianism -- Parental neuroticism and parental instability -- Parental uncooperativeness -- ‘Catholic’ families and ethnic minorities -- Notes to chapter IV -- Intelligence and attainment. IQ and delinquency -- Verbal facility and educational Attainment -- Present findings and previous studies -- Notes to chapter V -- Early behaviour as a precursor of later delinquency. Troublesomeness : (a) Teachers’ ratings, (b) Peer ratings, (c) Combining the ratings of peers and teachers -- Daring -- Dishonesty -- Popularity among peers -- Notes to chapter VI -- Miscellaneous factors of doubtful importance. Clumsiness -- Physique -- Neurotic extraversion and Lying -- Nervous boys -- Obstetric abnormalities -- Physical health -- Place of residence within the neighborhood -- The influence of primary and secondary schools -- Notes to chapter VII -- The prediction of delinquency. Prediction from data obtained at age 8 to 10 -- The accuracy of delinquency prediction -- Delinquents without background handicaps? -- Non-delinquents from bad backgrounds -- Notes to chapter VIII -- Self-reported delinquency. An alternative measure of delinquent behaviour -- Delinquent acts of friends and acquaintances -- The characteristics of self-reported delinquents -- Is there a selective bias in the official delinquency records? -- A scale of delinquency using both official records and self-report scores -- The ‘delinquent-resistant’ boys -- Notes to chapter IX -- Delinquency and aggression. Aggressive behavior measured by self-report -- Verbal aggression in a picture frustration test -- Aggressiveness indicated by self-concept -- Attitudes to the police -- Secondary school teachers’ ratings -- Parental discipline and boys’ defiant reactions -- Notes to chapter X -- Conclusions. Summary of the main findings -- Some Afterthoughts on delinquency prevention -- Appendices. A : summarizing all relationshps with official juvenile delinquency -- B : the matching analyses -- C : inter-relationships of important factors -- D : the picture frustration test -- E : attitudes to the police -- F : secondary school teachers’ ratings -- G : the discipline schedule -- H : other longitudinal surveys -- J : some reflections on the longitudinal method of research.