3.2 Situational Factors

3.2.1 Family — the first field: the broken-and-conflicted home; harsh or inconsistentdiscipline (the violence-and-neglect's double school — abuse teaches and damages at once); the criminal-or-substance-dependent parent (the differential association's first classroom); the migration-absent parents (Nepal's remittance villages — the de-facto single-headed and child- headed households); the large-and-resourceless family; and the protective converse — the warm- with-boundaries home as the strongest single shield (the bonds of 2.3). 3.2.2 School — the second field: the failure-and-humiliation cycle (the never-caught-up child's alienation); truancy-and-exclusion (the pushed-out's street curriculum); the unrecognised learning disability; the teacher's violence (the corporal-punishment legacy — the Children's Act's prohibition face); and the protective converse — the attached student, the one good teacher (the school as the strongest bond). 3.2.3 Peer Group — the adolescent's decisive world: the delinquent peer group as the delinquency's proximate cause (the learning-and-opportunity unit); the co-offending pattern (the juvenile offence is typically a group act — the presence-elevated risk-taking of 1.3); the gang's graduated career (the street gang's status economy); and the desistance flip — the prosocial peers' pull. 3.2.4 Neighborhood — the ecology: the disorganised transition zones (the unwatched streets — the collective-efficacy deficit); the squatting-and- migrant belts of the urbanising valley; the violence-saturated neighbourhood (the normalisation's tuition); and the protective converse — the community's watchful adults (the guthi-and-tol traditions' potential). 3.2.5 Mass Media —…