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Forensic > Causes of crime > Flashcards

Causes of crime Flashcards

1
Q

Lifestyle theory of offending

by Walters

A
  • development of a criminal lifestyle -> change
  • features of a criminal lifestyle: social rule-breaking, irresponsibility, self-indulgence, interpersonal intrusiveness
  • Development trhough: hedonistic motivation, excitement- seeking, personal advantage
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2
Q

Social learning theory of offending

by Patterson

A
  • ideas of coercion, based on systematic observation of interactions between parents and children
  • actions that are rewarded are more likely to occur subsequently, and actions that are punished are less likely to occur

Aggression: aggression is learned through direct experience or observation

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3
Q

Personality theory of offending

by Eysenck

A
  • behavioral consistency due to underlying personality traits
  • peoples` hedonistic tendency to commit crimes is opposed by the conscience
  • offenders do not have a strong conscience due to poor conditionability
  • Eysenck´s personality dimensions: Extraversion, Neuroticism, Psychoticism
  • 5 factor model of personality (FFM): Extraversion, Neuroticism, Agreeableness, Openness, Conscientiousness
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4
Q

Attachment theory

A
  • the importance of attachment between child and primary caretaker
  • attachment styles: secure, anxious-preoccupied, dismissive-avoidant, fearful-avoidant
  • explanations for the relationship between broken homes and delinquency:
    1. Trauma theories (loss of parent - damaging effect)
    2. Life-course theories (stressful childhood experiences)
    3. Selection theories (pre-exisitng differences in families)
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5
Q

Social Information-Processing theory of offending

A
  • explains aggression and delinquent behavior to examine individual differences

6 step model:

  1. Encoding of social cues
  2. Interpretation and mental representation of the situation
  3. Clarification of goals/outcomes for the situation
  4. Access or construction of responses
  5. Choice of response
  6. Performance of chosen response
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6
Q

Moral reasoning theory of offending

A
  • moral reasoning: how people reason about and justify their behavior in respect to moral issues

Gibbs stages of sociomoral reasoning:

Immature moral reasoning

  1. unilateral and physicalistic (offender is morally justified if punishment is avoided)
  2. Exchanging and instrumental (offender is morally justified if benefits to the individual outweigh the costs)

Mature moral reasoning

  1. Mutual and prosocial (offender is morally justified if it maintains personal relationships)
  2. Systemic and standard (offender is morally justified if it maintains society or is sanctioned by a social institution)
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7
Q

Terrorism

A

.

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8
Q

Adolescents-Limited VS

Life-Course Persistent Offending

A
  1. Life-course-persistent offenders (LCP): start early, persist, wide range of offences, due to cognitive deficits, under-controlled temperament, hyperactivity, poor parenting, low SES
  2. Adolescence-limited offenders (AL): offend only in teenage year, rebellious offences, due to maturity gap, and peer influence, can easily stop because they have few neuropsychological deficits

Additional categories:

  • Abstainers
  • Low level chronic offenders
  • Recoveries
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9
Q

Age-Graded Informal Social Control Theory
of offending

by sampson and Laub

A

age-graded informal social control: measured by strength of bonding to family, peers, schools, adult institutions (jobs, marriage)

  • opportunities not important
  • official labeling leads to an increase in offending
  • offending decreases over time
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10
Q

Interactional Theory of offending

by Thornberry and Krohn

A
  • focus on factors accouraging antisocial behavior at different ages:

Birth -6: neuropsychological deficits and difficult temperament, parenting deficits, structural adversity

6-12: neighborhood and family

12 - 18: school and peers, deviant opportunities, gangs

18-25 (late starters): cognitive deficits, difficulty to transition into adulthood

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11
Q

Developmental Prospensity Theory of offending

by lahey and waldman

A
  • development of conduct disorder and juvenile delinquency, focus childhood and adolescence
  • key construct: antisocial prpernsity: persists over time, wide variety of behavioral manifestations

Components:

  • low cognitive ability
  • prosociality (sympathy and empathy)
  • inhibition
  • negative emotionality
  • genetic basis
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12
Q

Integrated Cognitive Antisocial Potential

(ICAP) theory

A

Antisocial Potential (AP): the potential to commit aantisocial acts

  • Short-term AP: motivation, situation
  • Long-term AP: impulsiveness, strain, modelling, socialization processes, life events
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13
Q

I3 theory of aggression

A

-process-oriented metatheory designed to identify the circumstances under which nonagressive interaction becomes aggressive

  1. Instigating triggers: discrete situational events that induce action tendencies toward physical aggression
  2. Impelling forces: risk factors that determine the strength of the aggressive impulse (cultural and evolutionary, personal, dyadic, situational)
  3. Inhibiting forces: cultural and evolutionary, personal, dyadic, situational
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14
Q

General aggression model of aggression

A

“A heap of stones is not a house”

  1. Person and situation inputs, or risk factors for aggression
  2. Interconnected affective, arousal, and cognitive routes that influence aggressive behavior
  3. outcomes of underlying appraisal and decision processes
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15
Q

Cognitive neoassociation model of aggression

A
  • aversive events cause negative affect -> stimulates fight and flight
  • memories of aggressive cues -> lead to future aggression
  • aversive events increase aggressive inclinations (via negative affect)
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16
Q

Excitation transfer theory of aggression

A
  • arousal from first event may be misattributed to the second (shortly after first event ) event
  • if second event is related to ander- then additional arousal should b´make the person even angrier
17
Q

Interactional model of aggression

A
  • interpret aggresive behavior as social influence behavior
  • actions can be used by somebody to obtain something of value
  • aggression motivated by higher level goals
  • aggression is often the result of threats to high self-esteem
18
Q

Four Precondictions model of sexual offending

A

preconditions that a child molester must pass throgh prior to an offence:

  1. motivation to sexually abuse
  2. internal inhibitions against offending must be overcome
  3. external factors must be overcome to allow the abuse to color
  4. Child`s resistance must be overcome, through using force or grooming techniques
19
Q

Quadripartite model of sexual offending

A

components necessary fo an offence to take place:

  1. Sexual arousal to children
  2. Attitudes and beliefs that justify child abuse
  3. poor self-regulation
  4. Personality problems
20
Q

Pathway model of sexual offending

A

interacting but seperate psychological mechanisms involved in child sexual abuse:

  1. Intimacy/social deficits
  2. Distorted sexual scripts
  3. cognitive distortions
  4. emotional dysregulation
21
Q

Interaction model of sexual aggression

A

secual aggression is the result of the interaction of two paths:

  1. hostile masculinity path (emphasizes the role of aggressive intimate relationships and sexual conquest, valuing power, risk-taking, dominance, competitiveness)
  2. sexual promiscuity path (role of sexual behaviors in maintaining self-esteem and peer-status)
22
Q

Integrated theory of sexual offending (2006)

A
  • includes biological, neuropsychological, and ecological factors
  • sexual offending results from vulnerabilities that predispose an individual to sexual offending
23
Q

Nested ecological model

A

risk factors identified by their relative proximity to the individual

  1. Macrosystem (broad societal/cultural influences)
  2. Mesosystem (social group influences)
  3. Microsystem (interpersonal relationship influences)
  4. Ontogenetic (individual developmental/internal influences)
24
Q

Script theory

A
  • aggression shown in mass media: children learn aggressive scripts (define situations and guide behaviors, highly associated concepts in memory)
25
Q

Integrated theory of offending (1990)

A
  • includes biological, developmental, socio-cultural and situational variables
  • negative childhood experiences lead to problems in forming social, emotional and sexual attachments
  • during puberty and the hormonal changes: sex and violence can be linked

Weakness: does not provide explanations for why different types of sexual offending occur

Forensic (4 decks)

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