Abstract
The purpose of this article is to compare the efficacy of three main categories of theoretical explanations which have been used in the past in an attempt to explain delinquent or deviant adolescent behavior. This comparison will be made in terms of the ability of the three theories to account for the variance in delinquent or deviant behaviors in a public secondary school population. The later portion of this article will have a second purpose -an assessment of the manner in which the three
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