Benson, G.P. & Zieman, G.L. (1983). Delinquency: The role of self esteem and social values. Journal of Youth and Adolescence, 12, 489-99.

OVERVIEW

To test the theory, held since the 1930s, that low self-esteem and rejection of socially acceptable values are important factors in delinquent development. This study attempts to explain in more depth the possible relationships of such concepts to delinquency.

DESIGN

A sample group of sixty-six males, ages fourteen to eighteen, was chosen from a medium-size, midwestern city. The group was divided into three categories: delinquents, marginal delinquents, and nondelinquents. "Delinquents" were defined as being on legal probation or assigned to alternative schools because of behavior problems. "Marginal delinquents" were defined as having one school suspension or three bad conduct reports that fall. "Nondelinquents" were defined as having no disciplinary action taken. The Miskimino Self-Goal-Other Discrepancy Scale and Social Interest Inventory Test were the instruments used.

FINDINGS

Delinquent, marginal delinquent, and nondelinquent boys did not differ in self-esteem and value orientation except in their perceptions of overt behavior problems.

CONCLUSIONS

This study applies to and validates Kaplan’s theory (1975, 1980) which proposes that, though self-esteem is an important factor in the development of delinquency, delinquent behavior provides the delinquent with a means of enhancing self-worth. This enhancement of self-worth is a reaction to a history of devaluing social feedback, which results in negative self-esteem. "Delinquent behavior is then adopted because it inflates self-esteem through behavior reward and psychological defenses which allow the delinquent to reject general feedback and to raise his self perceptions." (p. 497) By disguising their own deficiencies and denying and rejecting social feedback, delinquents maintain high self-esteem and values similar to their nondelinquent peers.

CRITIQUE

The small sample size may be questioned, but the strong study base applied to this test model adds credibility.

IMPLICATIONS

It is essential that parents, teachers, counselors, and youth workers who deal with delinquents be aware of the "necessity" and strength of the psychological defenses in such a child. Any intervention must help delinquents learn to understand and take control of these defense mechanisms, so that they can begin to accept social feedback and perceive how their behavior differs from their self-perceptions. As this is accomplished, the adolescent must develop different behavior reinforcements that will aid positive behavior.