What factors influence individuals to become life-course-persistent offenders? If the federal government offered you a large grant of money to help prevent children from becoming life-course-persistent offenders, on which children would you focus?

Describe one thing you would do with the money.

What will be an ideal response?

Answer Answers will vary, but students should demonstrate knowledge of the following two
points. First, life-course-persistent offenders have a history. They are antisocial in
preschool and elementary school, show signs of brain damage (hyperactivity, poor
emotional control, being slow to express ideas in language), are the first of their
cohort to have sex and use drugs, are least involved in school activities, and are
most involved in hanging out with older, lawbreaking youths. Second, those with this
childhood history who have some kind of support (exceptional school, cohesive
neighborhood, supportive peers, or a stable family) are less likely to become
life-course-persistent offenders. Grant money should focus on children with this
history. Grant money could go toward taking these children out of the environment
(as in foster care), providing parental training, or providing training for children on
how to cope with their problems.