CHAPTER 4

DETERMINING THE CLASSICAL

THEORIES OF CRIME
CAUSATION
INTRODUCTION
 
Classical theories of crime causation hold primarily that the people’s decision to commit
crime is a matter of choice. Because it was assumed that people had freewill to choose
their behavior, those who violated the law were motivated by personal needs such as
greed, revenge, survival, and hedonism. Utilitarian philosophers Cesare Beccaria and
Jeremy Bentham argued that people weigh the benefits and consequences of their
future actions before deciding on a course of behavior. Potential violators would stop
their actions if the pain associated with a behavior outweighed its anticipated gain;
conversely, law violating behavior seems attractive if the future rewards seem far greater
than the potential punishment (Siegel et al., 2007).
Lesson 1: Rational Choice Theory
Learning Outcomes
 
At the end of this lesson, you should be able to:
 
1. Explain the rational choice theory and
2. dramatize the concept of rational choice theory.
CONCEPT
Rational Choice Theory
 
Rational choice theory holds that person will engage in criminal behavior after
weighing the consequences and benefits of his/her actions. Criminal behavior is a
rational choice made by a motivated offender who perceives that the chances of gain
outweigh any possible punishment or loss (Siegel et al., 2007).
 
“Rational choice” theory, which is derived mainly from the expected utility model in
economics, has become a “hot” topic in criminology, sociology, political science, and
law. The rational choice theory posits that one takes those actions, criminal or lawful,
which maximize payoff and minimize costs (Akers, 1990).
ACTIVITY 1.1: Think-Pair-Share
Find a partner then discuss with him/her the main points of rational choice theory and your
thoughts about the theory. Share your pair’s insight to the class. Use the space below for
writing your pair’s discussion.
 
 
 
 
ACTIVITY 1.2: Role Play
Form a group of ten (10). As a group, you have to act out a case scenario describing the
rational choice theory. Aside from the teacher’s rating, the other groups will also rate your
performance based on the rubrics that will be given by your teacher.
Lesson 2: Routine Activity Theory
 
Learning Outcomes
At the end of this lesson, you should be able to:
1. Discuss the routine activity theory and
2. Give example based on real life situation using the concept of routine activity theory.
 
 
CONCEPTS
Routine Activity Theory
This theory was created by Lawrence E. Cohen and Marcus K. Felson, based on their 1979
publication of their seminal article “Social Change and Crime Rate Trends: A Routine
Activity Approach.” They viewed that crime is a “normal” function of the routine activities
of modern living, that is, offenses can be expected if there is a motivated offender and a
suitable target that is not protected by capable guardians (Siegel et al., 2007).
 
Routine activity theory also sometimes referred to as lifestyle theory has been proven
to be one of the more useful theories for understanding criminal victimization and
offending patterns in the late 20th and early 21st centuries. This theoretical explanation
is primarily focused on providing information regarding who is more or less likely to be
a crime victim. Routine activity theory is most useful and makes important
contributions to social policy and by predicting conditions under which victimization
risks are enhanced and identifying patterns of social events associated with criminal
incidents (Cohen and Felson, 2010). Below is an illustration of the said theory (Siegel et
al., 2007).
ACTIVITY 2.1: Two-minute Paper
Discuss the main concept of routine activity theory by writing a short essay within 2
minutes. Write your essay on the space provided.
 
 
 
 
 
 
ACTIVITY 2.2: Give an example based on real life situation citing the elements of routine
activity theory. Write your answers on the space provided.
Lesson 3: Lifestyle Theory
Learning Outcomes
At the end of this lesson, you should be able to:
1. Explain the concept of lifestyle theory and
2. conduct a light case study on the victims of crime using the concept of lifestyle theory. 
CONCEPTS
The main concept of lifestyle theory is that people may become crime victims because their lifestyle increases
their exposure to criminal offenders (Siegel et al., 2007).
 
A “lifestyle theory of victimization” was developed by Michael R. Gottfredson, Michael Hindelang, and James
Garofalo in 1978. It argues that because of changing roles (working mother versus housewife) and schedules
(a child’s school calendar), people lead different lifestyles (work and leisure activities). The theory has 8
propositions and one of it is that the probability of suffering a personal victimization is directly related to the
amount of time that a person spends in public places (Adler et al., 2010). A high risk lifestyle may mean
getting involved with deviant peer groups, just “hanging out”, or frequenting bars until late into the night and
drinking heavily (Walsh, 2012).
Lifestyle theory presents that a person may become a potential suspect because of the presence of
potential target. For example, if Franzet, a call center agent who is traveling every night at 11 :00 from her
place of duty to her house maybe prone to becoming a victim of robbery or rape because she is always
exposed to delinquents who are usually attacking during the nighttime. Therefore, lifestyle theory
presented that a person may become a potential suspect because of the presence of potential target.

ACTIVITY 3.1: Explain the concept of Lifestyle Theory. Write your answers on the space provided.

ACTIVITY 3.2: Role-Play

Group yourselves into ten members per group and think of a situation that will demonstrate the
occurrence of lifestyle theory of victimization through role-playing.

ACTIVITY 3.3: Light Case study

Conduct a light case study on the victims of crime (maybe 2 or 3 victims) using the concept of lifestyle
theory.
Lesson 4: General Deterrence and Specific Deterrence Theory
 
At the end of this lesson, you should be able to:
1. Interpret the concepts of general and specific deterrence theory;
2. Compare and contrast the concepts of general from specific deterrence theory; and
3. Conduct interviews on the jail officers or lawyers whether which crime control policy is effective when it
comes to the successful rehabilitation of offenders.
 
 
CONCEPTS
General deterrence theory is aimed at making potential criminals fear the consequences of crime showing
that crime does not pay. It focuses on potential offenders and that these offenders must receive punishment
in severe, swift and certain ways. It is also manifesting societal deterrence which aimed to target would be
offenders (Siegel et al., 2007). An example of which is imposing long prison sentences or in the lifetime
imprisonment for violent or heinous crimes.
Specific deterrence theory holds that if offenders are punished so severely, the experience will
convince them not to repeat their illegal acts. Its main targets are those offenders who have already
been convicted as it also claims that punishing more criminals will reduce their involvement in criminal
activities (Siegel et al., 2007).

ACTIVITY 4.1: Describe the concepts of general and specific deterrence theory. Write your
answers on the space provided.
ACTIVITY 4.2: Compare and contrast the concepts of general from specific
deterrence theory.

ACTIVITY 4.3: In-depth Interview of the Experts

Conduct an interview with a jail or correctional office and ask which crime control policy
is effective when it comes to the successful rehabilitation of offenders. Is it based on the
general or specific deterrence theory? Write your answer on the space provided.
Lesson 5: Victim Precipitation Theory
 
Learning Outcomes
At the end of this lesson, you should be able to:
1. Discuss the principle of victim precipitation theory and
2. Dramatize the principle of victim precipitation theory.
 
CONCEPTS
Victim precipitation theory viewed that some people may actually initiate the confrontation that
eventually leads to their injury or death. It was first presented by Hans von Hentig (1941) and applies only
to violent victimization. Its basic premise is that by acting in certain provocative ways, some individuals
initiate a chain of events that lead to their deaths (Walsh, 2012). A wife who was able to kill her husband
because he kept on beating her every time he got drunk is one example. The husband became a victim in
this case since the perpetrator (the wife) just acted on self-defense.
The concept of victim offender interaction can be classified either active or passive precipitation (Walsh,
2012).
Active precipitation occurs when victims act provocatively, use threats or fighting words, or even
attacks the offenders first (Siegel, 2012). For example, a person shouts and utters profane
language at his enemy, however the latter has a knife and thus he stabs the former to death.

Passive precipitation occurs when the victim exhibits some personal characteristics that
unknowingly either threatens or encourages the attacker (Siegel, 2012). For example, Bee who
has tattoos all around his body maybe a threat to somebody especially if Bee is already drunk.
Even though he did nothing wrong, the other person got threatened may attack him leading
either to his injury or immediate death.
ACTIVITY 5.1: In five sentences, discuss the principle of victim precipitation theory using your own
words. Write your answer on the space provided.
 
 
 
ACTIVITY 5.2: Role-Play
The teacher will group the class into eight (8) students per group. Then he/she will assign who among
the group will portray a situation based on active precipitation and passive precipitation theory. It does
not matter if there is duplication of the concept to dramatize as long as the scenarios per group are not
the same. Each group will rate the other group using the rubric that will be provided by the teacher.
Lesson 6: Incapacitation Theory
 
Learning Outcomes
At the end of this lesson, you should be able to:
1. explain the theory of incapacitation and
2. Argue whether incapacitation theory is operational in today’s generation of offenders.
 
CONCEPTS
Incapacitation theory stands to reason that if more criminals are sent to prison or keeping known
criminals out of circulation the crime rate should go down (Siegel et al., 2007). This theory
supported the idea of imprisoning the criminals.
ACTIVITY 6.1: Explain the concept of incapacitation theory. Write your answers on the space
provided.
 
 
ACTIVITY 6.2: Debate:
Debate whether incapacitation theory is operational in today’s generation.
 
Topic: Will sending criminals to prisons reduce crime rate or not?
The teacher will choose 3 students for the POSITIVE SIDE and 3 students for the NEGATIVE SIDE.
The rest of the class will serve as audience. Aside from the rating that will be given by the teacher,
the rest of the students will also rate the debating team based on the rubrics that will be given by
their teacher.
End.