Students often have difficulty visualizing the practical application of criminological theory. The following activity assists instructors to develop students‘ abilities in evaluating behaviors and determining the theoretical perspectives that potentially could be used to explain those behaviors. It also is designed to assist students in comprehending how their own experiences impact their views on law-violating behavior and its etiology. This exercise facilitates students‘ awareness of how their beliefs about the ―causes‖ of law-violating behavior inevitably impact their beliefs about potential ―solutions‖ or ―responses‖ to this type of behavior. Eventually, students unfailingly begin to realize the artificial dichotomy between ―us,‖ as the ―law-abiders,‖ and ―them,‖ as the law-violators, what students perceive to be the ―typical‖ criminal.
Crews, G. A., & Crews, A. D. (November/December, 2008). Teaching tips: The personal criminal history analysis paper. The Criminologist, 33(6), 9-10