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Issues in the application of sociological theory to practice in the control, prevention, and treatment of criminal and delinquent behavior are reviewed. The validity of the distinction between applied and pure sociology in the case of criminology is questioned. Application of theory occurs not only in the formal criminal justice system but also in the informal system of private and public practice directed toward criminal and deviant behavior. Moral and ethical values are necessarily implicated in any policy or practice, as illustrated in a hypothetical program for segregation and insulation of youth for delinquency prevention. An outline, with some examples, of what would be involved in reviewing the application of theory to the control, prevention, and treatment of criminal or delinquent behavior and the implications of practice for theory is given.

Sutherland's differential association theory has long been criticized as a "cultural deviance" theory, and the critics have continued to apply this same designation to the theory's social‐learning reformulation by Akers. According to this critique, differential association/social learning theory rests on the assumption that socialization is completely successful and that cultural variability is unlimited, cannot explain individual differences in deviance within the same group and applies only to group differences, has no way of explaining violation of norms to which the individual subscribes, and proposes culture as the single cause of crime. This article examines the basis and validity of this cultural deviance label. I conclude that the usual attribution of cultural deviance assumptions and explanations to differential association/ social learning theory is based on misinterpretations. Then, I offer a clarification of how cultural elements are incorporated into the theory.

The concept of addiction has been misused and misunderstood probably more than any other term relating to alcohol and drug use. Addiction is a troublesome concept not only in the arena of public discourse, but recently even in the professional and research literature. The traditional concept emphasized physical dependence as the central component of the concept, but newer definitions have broadened the concept to include any hard-to-stop habit and any drug use that one wants to condemn. I suggest that the newer concepts have an ideological component to them which tends to reduce precision in the interest of getting on the right side of the war on drugs. The clearest example of this is what happened in the 1980's in the redefinition of cocaine from a non-addictive drug to an addictive drug even though the most recent research evidence on cocaine continues to find that it does not produce physical dependence. I propose a definition of addiction for theoretical and research purposes that is basically a reiteration of the traditional concept.

AbstractMarxist criminology can be analyzed both as a theory of what is and as an ideology of what ought to be. theory must be examined by logic and empirical evidence. An ideology and its vision of the good society must be examined by comparison with other ideologies and real societies based on competing ideologies. Such comparisons would reveal that societies based on Marxist ideology have been unjust and repressive and do not represent a future for which criminologists should strive as Quinney urges them to do.

A general social learning theory of deviance is applied to adolescent smoking as a form of sustance use and tested with data from a 5-year longitudinal study of a panel (N=454) of respondents in grades 7 through 12 in an Iowa community. The major components of the process specified in the theory are differential association, differential reinforcement, definitions (attitudes), and modeling. The process is one in which the operation of these variables produces abstinence or smoking, but with some reciprocal effects of smoking behavior on the social learning variables. Previous research on various kinds of deviance and substance use has been supportive of the theory. The findings in this study from LISREL models of the overall social learning process and each of the component of association, reinforcement, and definitions are also supportive.

Machine generated contents note: Editors' Introduction 1 -- Ronald L. Akers and Gary F Jensen -- 1. "Taking Social Learning Global": Micro-Macro Transitions 9 -- in Criminological Theory -- Gary E Jensen and Ronald L. Akers -- 2. Substance Use by Korean Adolescents: A Cross-Cultural 39 -- Test of Social Learning, Social Bonding, and Self-Control Theories -- Sunghyun Hwang and Ronald L. Akers -- 3. Explaining Delinquency in Taiwan: A Test of Social 65 -- Learning Theory -- Shu-Neu Wang and Gary E Jensen -- 4. "Who's It Gonna Be-You or Me?" The Potential of Social 85 -- Learning for Integrated Homicide-Suicide Theory -- Candice Batton and Robbin S. Ogle -- 5. Social Learning Theory and Courtship Violence: 109 -- An Empirical Test -- Christine S. Sellers, John K. Cochran, and -- L. Thomas Winfree, Jr. -- 6. Delinquency and Depression: A Gendered Role- 129 -- Taking and Social Learning Perspective -- Stacy De Coster -- 7. Gender Variation in Delinquency: Self-Images, Beliefs, and 151 -- Peers as Mediating Mechanisms -- Gary E Jensen -- 8. Social Structure-Social Learning (SSSL) and Binge Drinking: 179 -- A Specific Test of an Integrated General Theory -- Lonn Lanza-Kaduce and Michael Capece -- 9. Occupational Structure, Social Learning, and Adolescent 197 -- Violence -- Paul E. Bellair, Vincent J. Roscigno and Maria B. Velez -- 10. Confessions of a Dying Thief: A Tutorial on Differential 227 -- Association -- Darrell Steffensmeier and Jeffery Ulmer -- 11. Exploring the Relationship between Social and Non-Social 265 -- Reinforcement in the Context of Social Learning Theory -- Timothy Brezina and Alex R. Piquero -- 12. Theory-Mapping in Social Research: An Application 289 -- to Social Learning Theory -- Patrick M. Horan and Scott Phillips -- 13. Development of Antisocial Behavior and Crime across 317 -- the Life-Span from a Social Interactional Perspective: -- The Coercion Model -- Margit Wiesner, Deborah M. Capaldi, and Gerald Patterson -- 14. What Correctional Treatment Can Tell Us about 339 -- Criminological Theory: Implications for Social -- Learning Theory -- Francis T Cullen, John Paul Wright, Paul Gendreau, -- and D. A. Andrews