1. Bachelor’s degree with a major in social- or behavioural science or medicine.

2. English B

The aim of the course is for the student to advance knowledge about criminological theory. The course also aims to illustrate how and in what way individual differences, environmental-, and social factors interact in an individual’s decisions to commit crime.

The course begins with a review of criminological theories which illuminate the association between individual differences, social environment and crime. This is followed by a discussion of criminological theories and research which illuminates the interaction between individual differences and the social environment in the explanation of crime. Finally, how theoretical perspectives of this kind may be applied to crime prevention work will be discussed.

Upon completion of the course, the student should be able to

1. review criminological theories that focus on the interaction between individual characteristics, social environment and crime,

2. analyse the theoretical perspectives that illuminate the interaction between individuals’ propensity for crime and their social environment, and

3. discuss the favours and flaws of the different theoretical perspectives that are discussed in the course.

The teaching takes the form of lectures, seminars, and group discussions. Attendance at the seminars is obligatory.

The assessment of the students’ performance will be made on the basis of their participation at lectures, group discussions, written exams and the obligatory oral presentation of an individual study task. Attendance at seminars is obligatory. Absence on a small number of occasions may be compensated for following agreement with the examiner. The following will constitute the basis for the assessment:

a) a written home-examination with questions relating to the course’s learning outcomes or some of the theoretical perspectives dealt with in the course.

b) an oral presentation of an independent study task that deals with one or more of the theoretical perspectives dealt with in the course.

Right to re-examination

A student who fails to achieve a passing grade in the course examination will be given the opportunity to be re-examined twice according to same course content and with the same requirements. In addition, students also have the right to be examined on the same course the next time the course is offered according to the same regulations. If the course has been discontinued or undergone major changes, the student has a right to re-examination on two occasions within one year, based on the syllabus that was in place at the time the student registered for the course. Examination and re-examination take place at the times specified in the course guide.

Bursik, R (1988) Social disorganization and theories of crime and delinquency: Problems and prospects. Criminology. 26: 519-552. 33 s.

Cohen, L E & Felson, M (1979). Social Change and Crime Rate Trends: A Routine Activity Approach. American Sociological Review. 44:588-608. 20 s.

Geis, G (2000). On the absence of self-control as the basis for a general theory of crime: A critique. Theoretical Criminology. 4: 35-53. 18 s.

Hirschi, T (2002) Causes of delinquency. New Brunswick: Transaction publishers. Introduktion och Kapitel 1 och 2. 45 s.

Hirschi, T & Gottfredson, M R (2000) In defence of self-control. Theoretical Criminology. 4: 55-69. 14 s.

Gottfredson, M R & Hirschi, T (1990) A General Theory of Crime. Stanford: Stanford University Press. 80 s.

Lynham, D. R. & Miller, J. D. (2004). Personality pathways to impulsive behavior and their relations to deviance: Results from three samples. Journal of Quantitative Criminology. 20: 319-341.

Sampson, R J (2006). How does community context matter? Social mechanisms and the explanation of crime rates. In: Wikström, P-O & Sampson, R J (Eds.) The Explanation of Crime: Context, Mechanisms and Development. Cambridge: Cambridge University Press, s 31-60. 29 s.

Shiner, R. & Caspi, A. (2003). Personality differences in childhood and adolescence: Measurement, development, and consequences. Journal of Child Psychology and Psychiatry, 44: 2-32.

Wikström, P-O (2006) Individuals, Settings and Acts of Crime. Situational Mechanisms and the Explanation of Crime. In: Wikström, P-O & Sampson, R J (Eds.) The Explanation of Crime: Context, Mechanisms and Development. Cambridge: Cambridge University Press, s 61-107. 25 s.

Wikström, P-O H. (2010). Explaining crime as moral actions. In Hitlin, S. & Vaysey, S. (Eds.), Handbook of the sociology of morality. Springer Verlag. 44 s.

Wikström, P-O & Sampson, R J (2003) Social Mechanisms of Community Influences on Crime and Pathways in Criminality. In: B B Lahey, T E Moffitt & Caspi, A (Eds) The Causes of Conduct Disorder and Serious Juvenile Delinquency. New York: Guilford Press, s 118-148. 30 s.

Wilson, J., Q., & Kelling, G. (1982). Broken Windows: The Police and Neighbourhood Safety. Atlantic Monthly. March.

Additional articles from scientific journals will also be included.

The course coordinator/examiner is responsible for ensuring that a summary course evaluation is conducted at the end of the course. The coordinator will relay these results to the students at a prearranged time. Memory notes from the feedback, including proposals for changes to the course, will be documented and made available on the course website, and will also be relayed to the students who begin the course the next time it is given.