Life events, Criminality, Crime Prevention RISK FACTOR OF COMMITTING CRIMES AT DIFFERENT AGES

EUGINE  S. VIRREY,; RAYMART  M. HERNANDEZ,; LADY DIANNE  COMIA,; JAMAL  M. ALI,

Life events, Criminality, Crime Prevention RISK FACTOR OF COMMITTING CRIMES AT DIFFERENT AGES

EUGINE S. VIRREY | RAYMART M. HERNANDEZ | LADY DIANNE COMIA | JAMAL M. ALI

Abstract:

This study aimed to determine the different risk factors of committing crimes at different ages to formulate a program that will serve as a protective factor to counteract risk factors in the development of committing crimes. The study variables include the respondents' profile such as age, civil status, crime committed, educational attainment, socioeconomic status, and family structure. The researchers concluded that most of the respondents committed a crime in the age group of 19-25, married, elementary graduates, and belong to a nuclear family with an income of (5,000) five thousand pesos below. The different risk factors were classified into five (5) risk domains: family, peers, school, community, and individual. The crimes committed by the respondents are homicide, murder, violation of R.A. 9165/6425, robbery, and rape. In the age group of 18 and below,19-25, 26-32, 40-46, and 47-53, the crime commission's risk factor is in the peer risk domains. In the age group of 33-39 and 54-60, the lack of familial love or support and unstable relationship with the family contributed to their criminal behavior, which can be found in the family risk domain. Lastly, the age group of 61 and above clearly shows that school is the most common risk factor. In school, close ties with truant peers, expulsion, suspension, maltreatment, and physical abuse by the teachers influence an individual's likelihood of getting in trouble with the law. Based on the results, the researchers recommended that parenting competency be observed like close and positive child relationships in the family risk domain. There must be measures to counteract peer pressure, positive peers, parental monitoring, social skills development, and coping skills in the peer risk domain. There should be a detracking system in school in the school risk domain, connectedness to positive schoolmates, high educational aspirations and values, positive social orientations, and intensive monitoring of school practices by teachers.