POPULATION ECOLOGY AND DEVELOPMENT

1. What are the possible relations between slum conditions and deviancy?

A slum is a heavily populated urban informal settlement characterized by substandard housing

and squalor.[1] While slums differ in size and other characteristics from country to country, most
lack reliable sanitation services, supply of clean water, reliable electricity, timely law
enforcement and other basic services. Slum residences vary from shanty houses to
professionally-built dwellings that because of poor-quality design or construction have
deteriorated into slums.[2]

Slums were common in the 19th and early 20th centuries in the United States and Europe.[3][4]
More recently slums have been predominantly found in urban regions of developing and
undeveloped parts of the world, but are also found in developed economies.[5][6]

According to UN-HABITAT, around 33% of the urban population in the developing world in
2012, or about 863 million people, lived in slums.[7] The proportion of urban population living in
slums was highest in Sub-Saharan Africa (61.7%), followed by South Asia (35%), Southeast
Asia (31%), East Asia (28.2%), West Asia (24.6%), Oceania (24.1%), Latin America and the
Caribbean (23.5%), and North Africa (13.3%). Among individual countries, the proportion of
urban residents living in slum areas in 2009 was highest in the Central African Republic
(95.9%). Between 1990 and 2010 the percentage of people living in slums dropped, even as the
total urban population increased.[7] The world's largest slum city is in Mexico City.[8][9][10]

Slums form and grow in many different parts of the world for many different reasons. Some
causes include rapid rural-to-urban migration, economic stagnation and depression, high
unemployment, poverty, informal economy, poor planning, politics, natural disasters and social
conflicts.[1][11][12] Strategies tried to reduce and transform slums in different countries, with
varying degrees of success, include a combination of slum removal, slum relocation, slum
upgrading, urban planning with city wide infrastructure development, and public housing
projects.[13][14]

In sociology, deviance describes an action or behavior that violates social norms, including a
formally enacted rule (e.g., crime),[1] as well as informal violations of social norms (e.g.,
rejecting folkways and mores). It is the purview of sociologists, psychologists, psychiatrists, and
criminologists to study how these norms are created, how they change over time and how they
are enforced.

Norms are rules and expectations by which members of society are conventionally guided.
Deviance is an absence of conformity to these norms. Social norms differ from culture to culture.
For example, a deviant act can be committed in one society that breaks a social norm there, but
may be normal for another society.
Viewing deviance as a violation of social norms, sociologists have characterized it as "any
thought, feeling, or action that members of a social group judge to be a violation of their values
or rules "or group" conduct, that violates definitions of appropriate and inappropriate conduct
shared by the members of a social system. The departure of certain types of behavior from the
norms of a particular society at a particular time and "violation of certain types of group norms
where behavior is in a disapproved direction and of sufficient degree to exceed the tolerance
limit of the community.

Deviance can be relative to time and place because what is considered deviant in one social
context may be non-deviant in another (e.g., fighting during a hockey game vs. fighting in a
nursing home). Killing another human is considered wrong, except when governments permit it
during warfare or for self defense. Deviant actions can be mala in se or mala prohibita.

Indicate how such conditions as lack of homes ownership, overcrowding, and substandard housing
may affect deviancy rate.

Discipline and Deviant Behavior in Our Youth

Ron Bell
Abstract
Are American youth under disciplined, ov er
coddled? The question has been asked and
studied by experts frequently in the last few
years. The number of young people involved
in deviant or criminal behavio
r has not only tripled, but the age of those
involved has gotten lower. People have been
worried by such matters as the rise in juvenile
delinquency, and often criticize school s as
being too soft. Trouble in the American family
has also led to trouble with today's youth.
Never before have the advantages been so
great, yet the great majority of young people
today are filled with hopelessness and despair.
Juvenile crime is incr easing in the nation. This
resear ch is a critical look at how
parents are disciplining juveniles in the hom
e, and at what is causing the increase in
violence in juveniles. This paper will explor e
the correlation, if any , between discipline and
the rise in juvenile crime in Florida.
Introduction
Discipline is defined as a mental and moral
training, obedience to rules, correction and/or
chastisement (Hoffman 1994)
. During this research different methods of discipline will
be explored, as well as the
lack of discipline and it's effects on our present juvenile population.
Statistics show that
juvenile crime has risen at an alarming rate. Since 1970,
the juvenile population in Florida has only ri sen 45%
according to the Florida Department of Law
Enforcement (FDLE) Statistical Anal ysis Center (SAC
Notes, 1995). The FDLE report advises that between
1971 and 1994 the number of juveniles involved in
crime, particularly violent crime, has ris en significantly
as shown in table 1. The FDLE report further indicates
that the age range of those involved has become
significantly younger, with ages ranging from 11 to
24 years old. The profile of the typical
offender is male, between the ages of 15-17
years old. Dobson (1992) quotes Dr. Louis
Sullivan, Secretary of the D epartment of
Health and Human Services during the
Bush
Administration as saying, “during every 100
hours in the streets of America, more young
men die than during the first 100 hours of
the ground war in the Persian Gulf.”
Methods
The methods for this research were primarily
literature review. Literature from the
disciplines of criminal and juvenile justic e,
developmental psychology, learning theory, and
communication was examined.
Child Discipline
Sears (1995) revealed that discipline is nec
essary to ensure that children become
comfortable in expressing themselves,
learning to handle anger, and developing
self- confidence. Discipline brings
out the best and worst in parents. It forces the parent to act
like the adult they want the child to bec ome. Discipline is
about having the right
relationship with a child. Lack of discipline
demonstrates a lack of sensitivity toward
oneself and others. Sears
(1995) has identified three approaches to discipline:
Authoritarian, a Communication approach, and
Behavior Modification.
Change in reported rate for juvenile crime from 1971 to 1994
Murder 319%
Sexual Battery 350%
Robbery 399%
Aggravated Assault 519%
Burglary 43%
Larceny 106%
Auto Theft 238%
Table 1. Increases in juvenile crime in select ed categories.
Increases are 1994 rates when compared to 1971.
Authoritarian approach
Sears has identified this method of discipli
ne as the traditional method. Parents are
authority figures whom children
must obey. Spanking is appropriate with this style. It
makes clear that the parent must take charge. Many
of today's discipline problems are a result of adults
avoiding responsibility for t he behavior of their child
ren. Sears believes that children need wise authority
fi gures in order to learn what to do and what not to
do. Problems with this type of discipline include the
following: Children don't feel loved. Children
internalized the fear of the parent's power to the
point it controls their lives.
Parents tend to focus on "stamping out" the bad in
their children rather than focusing on the good.
Parents learn to punish, but fail to find effective
ways of dealing with their children's behavior
problems. Ch ildren end up not respecting author
ity, but fearing it. The
lack of respect shown in the home carries ov
er to lack of respect for teachers, police
officers, and others (Sears, 1995).
Communication approach
The communication model of discipline
focuses on communication rather than
punitive measures. In this model, there ar e
no "bad children," just bad communication.
Parents using this model focus on learning
to
listen and talk to their children.
The parents
learn to respect the child as a person and
delve into the feelings behind unacceptable
behavior. Parents focus on lear
ning constructive ways to convey to their children what
behavior is expected. Draw backs with this model
include par
ental loss of authority with the child. They
take on the role of am ateur psychologist,
negotiator, and diplomat.
Behavior Modification approach This
model of discipline focuses on in
fluencing the child either negatively
or positively through his or her
environment. "Time out" is a form of behavior modification where
a child who is disruptive to the gr
oup, is removed from the
group. Positive
reinforcement and the teaching of "natur al
consequences" can be called upon when other
approaches fail. Parents usi
ng this type of discipline focus on shaping behavior and
conditioning, rather than judging a child. According to
Sears (1995), this model of discipline requires more
energy and numerous techniques for it to continue to
be effective. Most parents cannot maintain the energy
or desire to ensure that this type of di scipline is
effective. Parents tend to focus on "techniques" and
the child's environment, rather than developing the
parent-child relationship.
Dreikurs and Grey (1993) have a slightly
different perspective about discipline. They
discuss the idea of teaching children about
"logical consequences." They feel that young
people no longer accept that their parents’
judgement is "absolut e". Parents are
called upon to justify their actions. Further, they
feel that resist ance to authority by young
people is a result of living in a democra tic
society which encourages individuality.
Responsibility is the key to a disciplined so
ciety. Children must be taught that with
freedom comes responsibility. Without
accepti ng responsibility, a child will learn that
poor behavior only brings about another form
of authoritarianism which could be more
oppressive. This model focuses on actions as
mistakes and is concerned only with teaching
what happens next. Literature Review
Trouble in the American family has led to
trouble with today
’s youth. Never before
have the advantages been so great, yet the great
majority of youth today are filled with hopelessness
and despair.
There have been many studies done on the family
. The Office of Juvenile Justice
Delinquency has commissioned many studies on
"at risk" youth. Cantelon (1990) states that
according to John J. Wilson, a "health y
childhood" is crucial for a child to become a well-
adapted and productive member
of society. The article goes on to say that too
many children today are growing up poor,
fatherless, left in the hands of child-care
workers, or at home alone (latch-key kids).
Other child ren are being raised by parents who
abuse alcohol or drugs, are engaged in crime,
or abus e and neglect them. This all leads to a
child who has no role model and no
boundaries. Parents, who fail to provide
adequate supervision at home are more likely
to produce anti-social children.
Cantelon (1990) states lacking proper role
models, children develop their own norms
based on their desires. In conclusion, t he
author advises that the "influence of the
family environment on the child
's social development lasts a lifetime." Accordingly,
effective delinquency prevention efforts must
involve the family, and should incorporate family
strengthening.
In the wake of another juvenile being indict
ed for murder, Executive Director of the
Florida Center for Children and Youth Mr. Ja
ck Levine (1995) feels that Florida needs to
"get honest" and focus on prev ention
and education programs. Florida's
ranking as 47th
out of 50 states in term delinquency
treatment programs for children, makes
Florida one of
the worst states for children to live accord
ing to Levine. Levine goes on to state
that,
"unless we develop the political will to provide
quality care right from the start, Florida will
continue to pay its debts in child abuse, school failure, and crime.”
Jim Booker, Coordinator for the Florida Depar
tment of Juvenile Justice, also feels that
prevention programs are cr itical to reducing
the number of kids involved in crime.
Levine & Booker (1995) cite the following fact
ors common to those kids involved in crime:
•
92% have only one parent
•
75% have a parent or sibling with a criminal record
•
85% are substance abusers
•
70% are from disadvantaged neighborhoods.
In 1988, the Department of
Juvenile Justice, Office of Delinquency Prevention
launched a major parenting initiative entitled E
ffective Parenting Stra tegies for Families of High
Risk Youth. The objective of this study was to
ident ify those programs which taught family
strengthening skills which would reduc e the risk
of young people becoming involved in delinquent
behavior. The study produced an assessment of
25 different intervention strategies for family discipline and role
modeling within the family. McKenzie (1993) reports that due to
the "l ack of parental discipline", society has responded in the
form of "boot camps." Thes e camps target non-violent offenders
in the hopes of rehabilitating the o ffender, and reducing
recidivism. Glueck & Glueck (1962) cite in their study of
delinquency, that discipline practices had a profound effect on
the child ren in the study that bec ame delinquent. Approximately
ninety-six (96%) percent of t hose involved in the study we re
found to have been subjected to a faulty discipline process. They
found t hat "over strictness" or inconsistencies in discipline
practices contribute significantly
to the development of certain
traits. Over strictness seems
to lead to feelings of isol ation
and resentment. Erratic
discipline leads to
impracticality and a lack of
conscientiousness. Dobson
(1992) advises that children
need limits and boundaries in
order to develop into
responsible individuals.
Discipline out lines for the
child what not to do and must
be coupled with rewards for
good or acceptable behav
ior. Children imitate or model what
they see or hear from others,
therefore it is important that the
bond between parent and child
be properly established,
so that the child learns appropriate behaviors. It seems
apparent from the lit erature that discipline plays an in
tegral part in the development of a child. The lack of
discipline or improper discipline has a profound effect
on how a child behaves. "Boot camps" and the
"Serious Habitual Offender Comprehensive Action
Program" are attempts to restore order to our society,
and reform the youth of today.
Discussion
The literature appears to support the notion
that without discipline children have no
guidance, direction, or knowledge of the lim its
and rewards established by society in terms of
acceptable behavior. The result is ch ildren
who feel anxious, hopeless, and full of
despair, reacting to the stimuli in a
sometimes-violent manner. Discipline
obviously plays a significant role
in the development of
a child, but with
confusion about what kind, how much, when and
who should administer, it is very difficult to
implement. The key is responsibility. Who
is responsible for teaching the next
generation the rules? Parents must take the
lead. Parents must l earn to not let ego, or
anything else, stand in the way of learning
proper parenting, skills that will enable
them to raise a child.
It's always difficult to come to conclu sions
about whether one generation of children is
being brought up with less discipline t han
another generation. There's always a
tendency among adults, as they grow older to see
widespread evidence that the younger generation
is being pampered outrageously and is turning out
weak and worthless. Clearly, parents must take
the lead in estab
lishing limits with firm but
balanced discipline for
their children. At the 11th
National Confer
ence on Preventing Crime in the Black Community, Janet
Reno (1996) states, “W e must hold parents accountable
for their children and we must do it firmly and with respect”.
Captain Ron Bell
has been with the Melbourne Police Departm ent since
1980. During that time he has held a number of
positions in the department includi ng assignments in
Patrol, as Detective Supervisor, and in several specialty
units. His interests include all areas of law enforcement,
but Ron has a special interest in goal setting for young
people and other issues related to youth and families.
Ron also serves as Vice President of the Police
Community Relations C ouncil, and is a certified crim
inal justice instructor.

2. Enumerate the effects of rapid population growth. Analyze the problem and conditions that affect
defiant behavior.

The effects of population growth are varied and vast. While population growth, of any species,
may be beneficial to a certain extent, there may come a time when the number in the population
exceeds the natural resources available to sustain it. This is referred to as overpopulation. The
consequences of such an event are severe and major.

The population growth of any animal, if left uncontrolled can become burdensome. Farmers have
noted, for many centuries, what the effects of an uncontrolled predator population can do to
livestock. Once their natural prey run out, or are harder to find, the predators may turn to
domesticated animals, despite the risks. This can cause a severe hardship on any family
depending on those animals for survival.

However, when most think of a growing population, they do not think of other animals. The
prime fear in most people's minds is the population growth of their own species. As humans
leave a much larger footprint on the environment than any other creature, uncontrolled
overgrowth can be especially devastating.

First, as the population grows the opportunities for quality, available housing may become an
issue. More people crowded into less space is not a good combination in any locality. As space is
taken up, it becomes more valuable. Eventually, it begins to affect to poorest in the area. In the
long run the effect of population growth may be substandard housing or homelessness.

Analyze the problem and conditions that affect defiant behavior.

Behavioral Disorder Symptoms, Causes and

Effects

Behavioral disorders, also known as

disruptive
behavioral disorders, are the most common reasons that parents are told to take their kids for
mental health assessments and treatment. Behavioral disorders are also common in adults. If left
untreated in childhood, these disorders can negatively affect a person’s ability to hold a job and
maintain relationships.

What Are the Types of Behavioral Disorders?

According to BehaviorDisorder.org, behavioral disorders may be broken down into a few types,
which include:

• Anxiety disorders
• Disruptive behavioral disorders
• Dissociative disorders
• Emotional disorders
• Pervasive developmental disorders

Attention Deficit Hyperactivity Disorder (ADHD)

According to Centers for Disease Control and Prevention, ADHD is a condition that impairs an
individual’s ability to properly focus and to control impulsive behaviors, or it may make the
person overactive.

ADHD is more common in boys than it is in girls. According to the Wexner Medical Center at
Ohio State University, males are two to three times more likely than females to get ADHD.
Emotional Behavioral Disorder

An emotional behavioral disorder affects a person’s ability to be happy, control their emotions
and pay attention in school. According to Gallaudet University, symptoms of an emotional
behavioral disorder include:

• Inappropriate actions or emotions under normal circumstances

• Learning difficulties that are not caused by another health factor
• Difficulty with interpersonal relationships, including relationships with teachers and peers
• A general feeling of unhappiness or depression
• Feelings of fear and anxiety related to personal or school matters
Oppositional Defiant Disorder (ODD)
ODD is a behavioral disorder characterized by hostile, irritable and uncooperative attitudes in
children, according to Children’s Mental Health Ontario. Children with ODD may be spiteful or
annoying on purpose, and they generally direct their negative actions at authority figures.

Anxiety

Anxiety is a normal emotion, and all people feel

anxiety at some point in their lives. However, for some people, anxiety may get to a point where
it interferes with their daily lives, causing insomnia and negatively affecting performance at
work or school, according to the Mayo Clinic. Anxiety disorders involve more than regular
anxiety. They are serious mental health conditions that require treatment. Examples of these
types of mental conditions include:

• Post-traumatic stress disorder

• Obsessive-compulsive disorder
• Generalized anxiety disorder
• Panic disorder

Obsessive-Compulsive Disorder (OCD)

OCD is characterized by fears and irrational thoughts that lead to obsessions, which, in turn,
cause compulsions, according to the Mayo Clinic. If you have OCD, you engage in compulsive,
repetitive behavior despite realizing the negative consequences of — or even the unreasonable
nature of — your actions. Performing these repetitive acts does nothing more than relieve stress
temporarily.

If you or a loved one is experiencing any of these behavioral disorders, it is important to get help
as soon as possible, because these conditions can affect quality of life to such a degree that they
may lead to self-harm. Please call 1-888-581-5418 for assistance.

What Causes a Behavioral Disorder?

A behavioral disorder can have a variety of causes. According to the University of North
Carolina at Chapel Hill, the abnormal behavior that is usually associated with these disorders can
be traced back to biological, family and school-related factors.

Some biological causes may include:

• Physical illness or disability

• Malnutrition
• Brain damage
• Hereditary factors

Other factors related to an individual’s home life may contribute to behaviors associated with a
behavioral disorder:

• Divorce or other emotional upset at home

• Coercion from parents
• Unhealthy or inconsistent discipline style
• Poor attitude toward education or schooling

What Are the Signs of a Behavioral Disorder?

Someone who has a behavioral disorder may act out or display emotional upset in different
ways, which will also vary from person to person.

Emotional Symptoms of Behavioral Disorders

According to Boston Children’s Hospital, some of the emotional symptoms of behavioral
disorders include:

• Easily getting annoyed or nervous

• Often appearing angry
• Putting blame on others
• Refusing to follow rules or questioning authority
• Arguing and throwing temper tantrums
• Having difficulty in handling frustration

Physical Symptoms of Behavioral Disorders

Unlike other types of health issues, a behavioral disorder will have mostly emotional symptoms,
with physical symptoms such as a fever, rash, or headache being absent. However, sometimes
people suffering from a behavioral disorder will develop a substance abuse problem, which
could show physical symptoms such as burnt fingertips, shaking or bloodshot eyes.
Short-Term and Long-Term Effects of a Behavioral
Disorder
If left untreated, a behavioral disorder may have negative short-term and long-term effects on an
individual’s personal and professional life. People may get into trouble for acting out, such as
face suspension or expulsion for fighting, bullying or arguing with authority figures. Adults may
eventually lose their jobs. Marriages can fall apart due to prolonged strained relationships, while
children may have to switch schools and then eventually run out of options.

According to HealthyChildren.org, the most serious actions a person with a behavioral disorder
may engage in include starting fights, abusing animals and threatening to use a weapon on
others.

The earlier a behavioral disorder is diagnosed and properly treated, the more likely it is that a
child or adult suffering from it will be able to control their behavior. Contact us at 1-888-
5815418 for assistance in finding treatment options.

Is There a Test or Self-Assessment I Can Do?

Mental health professionals and treatment centers can evaluate people to determine if they a
behavioral disorder. Tests called functional behavioral assessments offer problem-solving help to
address behavioral problems in students. According to Center for Effective Collaboration and
Practice, these assessments are based on many techniques and strategies for identifying problem
behaviors. Individualized educational program teams use these assessments to choose
interventions that address specific behavioral problems. These teams are involved in the
education of students, and they may include parents and teachers.

Medication: Behavior-Modifying Drug Options

A person may receive prescription medications to help manage a behavioral disorder. Though
medication will not cure the disorder, it is effective in assisting with treatment to control and
modify behaviors.
Behavioral Drugs: Possible Options

Many drugs are available for behavioral problems,

and the type of drug that will be prescribed depends on the specific condition being treated. The
Positive Environments Network of Trainers of the California Department of Education lists
Ritalin and Dexedrine as short-acting medications for the treatment of ADHD. They may help a
child focus better, reduce impulsive behavior and reduce motor restlessness.

Ritalin is also included in a group of medications known as long-acting stimulants. Other types
of medications in this group include Concerta, Methylin ER, Methylin CD, Focalin, and
Metadate ER. These medications may also be effective against ADHD. Concerta may prevent
drug abuse, as can Vyanase and Daytrana. Some professionals recommend Wellbutrin as a
primary ADHD treatment.

People with an anxiety disorder, OCD or ADHD may benefit from antidepressants, including
Paxil, Tofranil, Anafranil, Prozac, Luvox, Celexa, Zoloft and Norpramin. Other medications that
may help include Daytrana, Biphetamine, Dexedrine, Adderall XR and Strattera. These
medications are aimed at decreasing impulsivity, reducing hyperactivity, decreasing
obsessivecompulsive actions and reducing feelings of depression.

Medication Side Effects

Medications for behavioral disorders may have side effects. They can increase emotional issues,
increase suicidal thoughts and aggravate seizure conditions. Some of the possible side effects
include:

• Insomnia
• Appetite reduction
• Tremors
• Depression
• Abnormal heart rhythms
Behavior Drug Addiction, Dependence and Withdrawal
An individual may become addicted to the medication taken to treat a behavioral disorder. As a
result, the person may need professional help with weaning off that medication. You may
experience withdrawal symptoms if you abuse certain medications.

If you suspect that you, your child or someone else you know has become dependent on
prescription medication, contact us at 1-888-581-5418 for immediate assistance.

Medication Overdose
Children are more likely than adults to accidentally overdose on medication, including
behavioral medications. A person who is depressed because of a behavioral disorder may attempt
an overdose on purpose. People who are depressed or have suicidal thoughts have a high risk for
overdose, according to the National Coalition Against Prescription Drug Abuse.

Depression and Behavioral Disorders

According to the Cleveland Clinic, a behavioral disorder may trigger depression. The opposite is
also possible, with depression being a trigger for a behavioral disorder, which can also lead to
substance abuse.

Dual Diagnosis: Addiction and Behavioral Disorders

It is not uncommon for people with a behavioral disorder to also have an addiction to drugs or
alcohol. According to Psychology Today, an individual who has a panic disorder may also be
addicted to alcohol.

Children with ADHD may be at a higher risk for developing a substance abuse or alcohol
dependence issue if the condition carries over into adulthood, according to WebMD.

Getting Help for a Behavioral Disorder

Because of the severity of these mental health issues, getting help for a behavioral disorder is
crucial. Cognitive behavioral therapy along with medication is an effective way to treat disorders
such as ODD. The sooner you get help, the easier it will be to restore your life to normal. Call us
at 1-888-581-5418 to find a treatment center that’s tailored to your individual needs and will be
able to help get you on the road to recovery.