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Emotion and Delinquency (RLE Edu L Sociology of Education)
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Emotion and Delinquency (RLE Edu L Sociology of Education) book
Emotion and Delinquency (RLE Edu L Sociology of Education)
DOI link for Emotion and Delinquency (RLE Edu L Sociology of Education)
Emotion and Delinquency (RLE Edu L Sociology of Education) book
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ABSTRACT
Inevitably a product of the time in which it was published this book discusses important questions of neuro-psychology as well as setting out the early ‘nature versus nurture’ debate. The author also argues for changes in the care and education of those with learning difficulties to enable them to lead fulfilling lives, rather than being incarcerated in institutions (as was routinely the case in 1928).
TABLE OF CONTENTS
chapter |4 pages
HEREDITY
chapter |3 pages
HEREDITY 35
part |2 pages
of other centres of pleasure and pain in the world
chapter |42 pages
AND DELINQUENCY
part |2 pages
worked altogether only seven months during the 2 | years that she went to work. There was also a great variety in the nature of the work. Some started as telephone operators and finished as factory hands, and in between these occupations they were child's nurse, doctor's office assistant, waitress, finisher in a dressmaker's shop and salesgirl. It is also to be noticed that the conflict, here, between parents and child was of the greatest. The parents were foreign born and of the type which never assimilated the American life. They were all of the low grade of European peasant or farm labourer. They were like what we call in this country " the white trash ". In this country their occupations were of the same type. Ignorance at home, absence of restraint, moral and otherwise, and a low mentality were sufficient to direct the destinies of these girls in well-defined channels. If we study the motives which led these girls to delinquency we also find a great difference from the first group. Delinquency had started before the girl left home, and the final break came unexpectedly and impulsively. But even in this group we fail to find economic conditions as a cause of delinquency. None of these girls became prostitutes or committed larceny for the purpose of bettering their economical state. None of them did it because they were out of work. On the contrary, those committing larceny (shop-lifting, mostly) were working at that time, and those who became prostitutes had no financial benefit thereby. They did it because someone told them to do it, and someone else brought the men to them. Their great emotional instability, their great suggestibility, made them tools in the hands of others, and they would have committed