In criminology, social control theory proposes that exploiting the process of socialization and social learning builds self-control and reduces the inclination to indulge in behavior recognized as antisocial. It derived from functionalist theories of crime and was developed by Ivan Nye (1958), who proposed that there were three types of control:
Direct: by which punishment is threatened or applied for wrongful behavior, and compliance is rewarded by parents, family, and authority figures. Indirect: by identification with those who influence behavior, say because their delinquent act might cause pain and disappointment to parents and others with whom they have close relationships. Internal: by which a youth refrains from delinquency through the conscience or superego.
Definition Social control theory proposes that people's relationships, commitments, values, norms, and beliefs encourage them not to break the law. Thus, if moral codes are internalized and individuals are tied into and have a stake in their wider community, they will voluntarily limit their propensity to commit deviant acts. The theory seeks to understand the ways in which it is possible to reduce the likelihood of criminality developing in individuals. It does not consider motivational issues, simply stating that human beings may choose to engage in a wide range of activities, unless the range is limited by the processes of socialization and social learning. The theory derives from a Hobbesian view of human nature as represented in Leviathan, i.e. that all choices are constrained by implicit social contracts, agreements and arrangements among people. Thus, morality is created in the construction of social order, assigning costs and consequences to certain choices and defining some as evil, immoral and/or illegal. Social control plays a crucial role in providing a more productive and harmonious community. It contributes to the growth of an individual, and the progression of the community. For instance, places with higher crime rates are more likely to be the place where poverty, mobility, and racial/ethnic heterogeneity are most susceptible. The presence of these factors determines the level of social control within a community, particularly when it comes to the placement of infrastructure. A higher level of social control in a community can result to an organized community that can lead to better opportunity in the community.
Proponents
Albert J. Reiss Another early form of the theory was proposed by Reiss (1951) who defined delinquency as, "...behavior consequent to the failure of personal and social controls." Personal control was defined as, "...the ability of the individual to refrain from meeting needs in ways which conflict with the norms and rules of the community" while social control was, "...the ability of social groups or institutions to make norms or rules effective." Reiss' version did not specify the sources of such "abilities" nor the specific control mechanisms leading to conformity, but he did assert that the failure of primary groups such as the family to provide reinforcement for non-delinquent roles and values was crucial to the explanation of delinquency. Reiss also wrote extensively on the application of his work to criminology.
Jackson Toby Jackson Toby (1957) argued that "the uncommitted adolescent is a candidate for gang socialization." acknowledging "gang socialization" as part of the causal, motivational dynamic leading to delinquency, but introduced the concept of stakes in conformity to explain "candidacy" for such learning experiences. He believed that all could be tempted into delinquency, but most refused because they considered that they had too much to lose. The young who had few stakes or investments in conformity were more likely to be drawn into gang activity. The notion of stakes in conformity fits very well with concepts invoked in later versions of social control theory.
F. Ivan Nye Ivan Nye (1958) not only elaborated a social control theory of delinquency, but specified ways to "operationalize" (measure) control mechanisms and related them to self-reports of delinquent behavior. He formulated the theory after interviewing 780 young people in Washington State. The sample was criticized because it did not represent any urban environments, and those selected might have been more apt to describe their families unfavorably. Some were concerned that criminal activity was only mentioned in two of the questions, so the extrapolations to crime in general were considered unsafe. Like Reiss, he focused on the family as a source of control. Moreover, Nye specified three different types of control:
direct control = punishments and rewards indirect control = affectionate identification with non-criminals; and internal control = conscience or sense of guilt. Youth may be directly controlled through constraints imposed by parents, limiting the opportunity for delinquency, as well as through parental rewards and punishments. However, they may be constrained when free from direct control by their anticipation of parental disapproval (indirect control), or through the development of a conscience, an internal constraint on behavior. The focus on the family as a source of control was in marked contrast to the emphasis on economic circumstances as a source of criminogenic motivation at the time. Although he acknowledged motivational forces by stating that, "...some delinquent behavior results from a combination of positive learning and weak and ineffective social control" (1958: 4), he adopted a control-theory position when he proposed that, "...most delinquent behavior is the result of insufficient social control..."
Walter Reckless Walter Reckless (1961) developed containment theory by focusing on a youth's self-conception or self-image of being a good person as an insulator against peer pressure to engage in delinquency.
inner containment = positive sense of self; outer containment = supervision and discipline. This inner containment through self-images is developed within the family and is essentially formed by about the age of twelve. Outer containment was a reflection of strong social relationships with teachers and other sources of conventional socialization within the neighborhood. The basic proposition is there are "pushes" and "pulls" that will produce delinquent behavior unless they are counteracted by containment. The motivations to deviate as pushes are:
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