The theory of competition views society as divided into more than two groups with competing values and ideas. The group that has the most powerful controls the society and makes laws. The groups that lack the power to make rules can still maintain the norms of their groups and maintain their behavior which can be viewed as criminal by society (Ward et al., 2018). This view explains criminal justice and law, which explains why some acts are legally considered illegal. It also describes deviant behavior and criminal, which explain why some persons do actions that are considered criminal. On the other hand, the theory of interrogations involves combining ideas from two or more criminology perspectives into one theoretical statement, which mainly gives accurate and complete explanations of delinquent behavior or crime. There are various ways in which theories are combined, including conceptual integrations, end-to-end integrations, side-to-side integrations, up and down integrations, and propositional integrations.
The theory of integrations holds a more significant promise of producing empirically valid theories of delinquency and crimes. Most of the work involves combining ideas, and it concentrates on creating potentially better explanations of criminal behaviors and crime. This strategy is better for developing theories, and the best way is done by assessing the explanations of the criminal behaviors to examine the critical teats. Ward et al. (2018) stated that m ost of the recent developments of criminology theory involve the attempt to combine the ideas from various approaches to one idea. The aim of such efforts gives satisfactory and complete explanations of delinquent behavior or crime. Whereas some scholars believe that integration is the best way to develop better causes of delinquent conduct or crime, others believe that the theories must compete against one another to advance.
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References
Ward, J. T., McConaghy, M., & Bennett, J. Z. (2018). Differential applicability of criminological theories to individuals? The case of social learning vis-à-vis social control. Crime & Delinquency , 64 (4), 510-541.
