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Influences on Primary Deviant Behavior

Family and Home Life

Parental support and the influence that Parents have on their children is one of the highest contributors to the behavior in adolescents. This is the primary stage in which behaviors, morals and values are learned and adopted. The guidance from parents is intended to mold and shape the behaviors that will qualify them to properly function in society. Praises, love, affection, encouragement and many other aspects of positive enforcement is one of the largest components of parental support. However, this is not all it takes to prevent deviant behaviors from forming and occurring.Parents must enforce "effective discipline, monitoring, and problem solving techniques ^[1]." Children who come from homes where parents do not enforce positive behaviors and do not punish deviant behaviors appropriately, are children who are likely to engage in deviant behaviors. This type of bond is considered weak and cause the child to act out become deviant ^[2]."

Peers

Strong bonds with Parents is essential to the social group that the child will choose to associate with. When their is little to no control in the home, no positive enforcement from Parents, and the child does not have positive feelings towards schooling and education; they are more likely to associate with deviant peers ^[3]. When associating with deviant peers, they are more accepting of deviant behaviors than if the child chose another social group. This is why it is vital the Parent-Child bond is strong because it will have an ultimate influence on the peers they choose and will have an influence on if they choose to engage in primary deviant behaviors as a juvenile.

Frank Tannenbaum

Frank Tannenbaum, theorized that Primary Deviant behaviors may be innocent or fun for those committing the act, but can become a nuisance and viewed as some form of delinquency to their parents, educators and even those in law enforcement. Tannenbaum distinguished two different types of deviancy. The first one being the initial act which the child considers to be of innocence but are labeled as deviant by the adult, this label is called Primary Deviancy. The second is after they've been initially labeled that they graduate to Secondary deviance in which both the adult and child agree that they are a deviant. Tannenbaum stated that the "over dramatization" of these deviant acts can cause one to be labeled and accept the label of being a deviant. Due to them accepting this label, they will eventually graduate from being a primary deviant to a secondary deviant thus committing greater crimes ^[4].

Primary Deviance is the initial stage in defining Deviant behavior. Prominent Sociologist Edwin Lemert (1967)^[5] conceptualized primary deviance as engaging in the initial act of deviance. This is very common throughout society, as everyone takes part in basic form violation.^[6] Primary deviance does not result in a person internalizing a deviant identity, so one does not alter their self-concept to include this deviant identity. It is not until the act becomes labeled or tagged, that secondary deviation may materialize. According to Edwin Lemert, Primary Deviance is the acts that are carried out by the individual that allows them to carry the deviant label. ^[7]

^ Carlson, Amber. "How Parents Influence Deviant Behavior among Adolescents: An Analysis of Family Life, their Community, and their Peers": 44. {{cite journal}}: |access-date= requires |url= (help); Cite journal requires |journal= (help)
^ Crosswhite, Jennifer M.; Kerpelman, Jennifer L. (2009). Coercion Theory, Self-Control, and Social Information Processing: Understanding Potential Mediators for How Parents Influence Deviant Behavior. pp. 611–646. {{cite book}}: |access-date= requires |url= (help)
^ Carlson, Amber. "How Parents Influence Deviant Behavior among Adolescents: An Analysis of Family Life, their Community, and their Peers": 47. {{cite journal}}: |access-date= requires |url= (help); Cite journal requires |journal= (help)
^ Thio, Alex; et al. (2013). Deviant Behavior (11 ed.). Pearson Education. p. 37. ISBN 978-0-205-20516-5. {{cite book}}: Explicit use of et al. in: |last1= (help)
^ Lemert, Edwin. 1967. Human Deviance, Social Problems and Social Control. Englewood Cliffs, NJ: Prentice-Hall
^ O'Grady, William. 2011. Crime in Canadian Context. Ontario: Oxford University Press
^ Giddens, Anthony; et al. (2014). Introduction to Sociology. New York, New York: W.W. Norton. p. 168. ISBN 978-0-393-92223-3. {{cite book}}: Explicit use of et al. in: |last= (help)

[1] Carlson, Amber. "How Parents Influence Deviant Behavior among Adolescents: An Analysis of Family Life, their Community, and their Peers": 44. {{cite journal}}: |access-date= requires |url= (help); Cite journal requires |journal= (help)

[2] Crosswhite, Jennifer M.; Kerpelman, Jennifer L. (2009). Coercion Theory, Self-Control, and Social Information Processing: Understanding Potential Mediators for How Parents Influence Deviant Behavior. pp. 611–646. {{cite book}}: |access-date= requires |url= (help)

[3] Carlson, Amber. "How Parents Influence Deviant Behavior among Adolescents: An Analysis of Family Life, their Community, and their Peers": 47. {{cite journal}}: |access-date= requires |url= (help); Cite journal requires |journal= (help)

[4] Thio, Alex; et al. (2013). Deviant Behavior (11 ed.). Pearson Education. p. 37. ISBN 978-0-205-20516-5. {{cite book}}: Explicit use of et al. in: |last1= (help)

[5] Lemert, Edwin. 1967. Human Deviance, Social Problems and Social Control. Englewood Cliffs, NJ: Prentice-Hall

[6] O'Grady, William. 2011. Crime in Canadian Context. Ontario: Oxford University Press

[7] Giddens, Anthony; et al. (2014). Introduction to Sociology. New York, New York: W.W. Norton. p. 168. ISBN 978-0-393-92223-3. {{cite book}}: Explicit use of et al. in: |last= (help)

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