Chapter 1: Theories of Gang InvolvementThis section includes discussion of current understandings and theory relating to the presence, development, and growth of gangs. Interactional theory suggests that gang membership arises from negative peer relationships, poor social structural environments, weak relationships, and an environment that is supportive of crime (Alleyne & Wood, 2014). Social control theory says that adolescents join gangs because they do not have positive relationships and do not have access to normal social norms (Dickson-Gomez et al, 2017). If one does not have good relationships with positive peers and positive role models, he may feel as if a gang is the only viable option. Multiple marginalization is defined as a lack of employment opportunities, poor living conditions, poverty, and family and community stress (Dickson-Gomez et al, 2017). This means that there are many factors causing stress, making it appear as if there is no good way out. A gang might seem like a way to get out of a bleak home situation. Social disorganization theory states that a community structure fails to see the value in its residents and does not keep social control (Sampson and Groves, 1989). A community cannot feel connected or have social control when there are higher crime rates and juvenile delinquency such as in disadvantaged neighborhoods (Santiago et al., 2011; Sampson and Groves, 1989).
Chapter 2: Attachment TheoryAttachment theory has the utility to add to the existing knowledge base about gang membership. Children's relationships with their primary caregivers are the foundation for their future relationships (Bowlby, 1998; Parrigon, et al., 2015). A secure attachment forms if the primary caregiver is consistently providing a safe secure base for the child from which he can explore the environment and return for comfort and support (Bowlby, 1998). An insecure attachment is formed when the caregiver is not consistent with care or is neglectful (Bowlby, 1988).
Attachment theory posits that the earliest human interactions shape our survival functions (Schore & Schore, 2012). Early interactions between primary caregiver (attachment figure) and infant influence the brain systems' maturation and organization, which causes affect and self-regulation (Schore & Schore, 2012; Hill, 2015). Affect is how one's emotion is communicated through facial expressions, body movements, and tone of voice (Hill, 2015). During infancy, it is the primary caregiver's job to regulate the child during states of hyper- or hypo arousal (Hill, 2015). Early attachment communications are crucial to neurobiological systems in the right brain, which is where stress regulation, emotional processing, and regulation of self are all found (Schore & Schore, 2012). The primary attachment figure, in being that secure attachment figure and responding appropriately to an infant's needs, can soothe and regulate his internal system, thereby teaching emotional regulation at an early age.
Trauma can influence brain development. If one has an insecure attachment, it can affect the person in a lifelong way. Kim and Page (2013) found that insecurely attached children develop behavioral problems more frequently, especially in a school setting, as opposed to securely attached children. Konishi and Hymel (2014) found that adolescents have a difficult time handing anger, which can lead to mental health and physical problems, including bullying, gang involvement, substance abuse, dating violence, low academic performance, and peer rejection. Insecurely attached children may turn to gangs as a way of coping with the lack of having a consistent attachment figure (De Vito, 2017). They may have been looking for a secure base in the gang membership, so they would have a replacement family, searching for that stability (De Vito, 2017).

About the Author:

Katherine De Vito, DSW, LCSW is a Licensed Clinical Social Worker (LCSW) working as a school social worker providing mental health counseling to students, crisis intervention, conflict mediation, and case management to special education students, as well as collaborating with families, teachers, administration, law enforcement, and community organizations. She also works in private practice. Prior to becoming a school social worker, Dr. De Vito worked in the nonprofit sector providing individual and group counseling both in schools and in an agency setting with adults, children, and their families. She received her Doctorate in Social Work (DSW) from Rutgers University School of Social Work in New Jersey. In her time there, she published two articles: De Vito, K. (2017). Schools fall short: Lack of continuum of care in public schools. Reflections: Narratives of Professional Helping, 23(4), 4-19; and De Vito, K. (2020) Seeking a secure base: Gangs as attachment figures. Qualitative Social Work, 19(4), 754-769. Dr. De Vito also earned a Master of Science in Social Work (MSSW) degree from Columbia University School of Social Work in New York City as well as a Bachelor of Arts degree from Rutgers College and the School of Communication, Information, and Library Studies, with a dual major in Psychology and Journalism/Mass Media. She has interned at various magazines and newspapers where she published numerous articles. Dr. De Vito also worked on the editorial staff in the children's department of several book publishing houses. She loves being able to touch the lives of her students and clients in a positive way every day. Gang prevention is a passion for her. Helping to make a difference in the lives of students and clients is both an honor and a privilege. When she is not working, she enjoys spending time with her friends and family, especially her parents, husband, and two children, Dylan and Emma.