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Antisocial and Violent Behaviour > L1 - Introduction > Flashcards

L1 - Introduction Flashcards

**Make sure to read through lecture summary so that the gist of the purpose of the lecture and flashcards is understood, preferable before learning flashcards.

1
Q

What is one of the most robust findings in the criminological literature

A

There are a small group of men responsible for committing the vast majority of crimes in a society. 5% are responsible for between 50% and 75% of the violent crimes in a community.

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2
Q

Define antisocial behaviour

A

Behaviour by a person which causes, or is likely to cause, harassment alarm or distress to one or more persons not of the same household as the person.

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3
Q

Aggressive behaviour is a sub-group of what?

A

Antisocial behaviour - you can have ASB that is not aggressive (i.e. shoplifting, etc)

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4
Q

What was Baron and Richardson’s (1994) definition of aggressive behaviour?

A

Any form of behaviour directed towards the goal of harming or injuring another living being who is motivated to avoid such treatment.

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5
Q

What did Parrott and Giancola (2007) find about the definitions of aggression?

A

Found over 200 different definitions of aggression have been proposed.

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6
Q

What are the 4 main forms of aggression?

A
  • overt vs covert
  • direct vs indirect
  • physical vs verbal
  • overt vs relational
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7
Q

What are the two different function/motives of aggresision?

A

Reactive vs proactive

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8
Q

What is proactive aggression also referred to as?

A

Predatory, instrumental, premeditated, offensive.

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9
Q

What is instrumental aggression?

A

Purposeful, goal-directed, means to an end. Usually unprovoked and requires planning. Associated with serial killer mindsets/MO’s.

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10
Q

Which learning theory does instrumental aggression have roots in, and why?

A

Instrumental aggression has its roots in learning theory (Bandura, 1973)

Use of instrumental to get something. Successful aggression leads to reward, as they have got that desired ‘something’, increasing the likelihood of further aggression to get the next thing they want.

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11
Q

What traits is instrumental aggression associated with?

A

Associated with callousness, coldness, lack of empathy and low level of autonomic arousal

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12
Q

Which disorder is the only one with instrumental aggression at it’s core?

A

Antisocial personality disorder and especially those who meet diagnostic criteria for psychopathy.

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13
Q

What is reactive aggression?

A
  • Can be activated in response to threat or frustration
  • frequently associated with anger
  • emotionally charged
  • seen in several internalising and externalising disorders
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14
Q

Which learning theory does reactive aggression have its roots in?

A

Roots in the frustration-aggression model (Berkowitz, 1993)

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15
Q

What is violence?

A

Aggression that has extreme harm as its goal. ASB in its most extreme form.

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16
Q

What is violent offending?

A

Subcategory of violence that refers to acts of violence that leads to convictions under criminal law. There are many acts of violence that never become violent crimes as they are undetected or unreported.

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17
Q

How do studies typically define a violent offence/offender?

A
  • the index offence (the offence that lead to the custody)
  • the whole criminal history
  • self-report
  • idiosyncratic codes (own defining code)

Anderson and Bushman (2002)

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18
Q

Define crime

A

Any form of human behaviour that s designated by the law as criminal and subject to a penal sanction.

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19
Q

Describe the 3 levels of the CJS funnel

A
  • actual crime
  • official crime
  • dark figure of crime
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20
Q

What is the dark figure of crime?

A

Crimes that do not get reported

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21
Q

Which crimes are at the wide mouth of the criminal justice system funnel?

A

All the crimes that have been committed

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22
Q

Which crimes are at the narrow mouth of the criminal justice system funnel?

A

The crimes that are actually counted in statistics

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23
Q

What proportion of crimes are typically reported?

A

Just under half - 45.2%

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24
Q

What proportion of crimes are typically recorded?

A

Just under a quarter - 24.3%

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25
Q

What proportion of crimes actually result in a conviction or caution?

A

3%

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26
Q

Describe the level of validity and reliability at the wide mouth of the criminal justice system funnel?

A

At the wide mouth, validity is high but reliability is low. All the real offences that have been committed, but the majority are not recorded or even processed.

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27
Q

Describe the level of validity and reliability at the narrow mouth of the criminal justice system funnel?

A

At the narrow mouth, validity is low and reliability is high. Number and variety of crimes is not a reflection of reality, but all the cases at this point have been thoroughly recorded and processed.

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28
Q

How did Moffitt (1993) classify the 5% of men who were responsible for 50%-75% of the violent crimes committed in a society?

A

Life course-persistent offenders

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29
Q

What are the differences between criminology and psychiatry in their labeling of the small group of men responsible for the majority of crimes in a community?

A

Criminology: life-course persistent offenders.

Psychiatry and Psychology: Antisocial personality disorder.

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30
Q

What are life-course persistent offenders?

A

Individuals who show antisocial behaviour throughout their childhood, and all the way into adulthood.

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31
Q

What is antisocial personality disorder?

A

It is a DSM-V-recognised personality disorder which is characterised by impulsive, irresponsible and often criminal behaviour. Someone with antisocial personality disorder will typically be manipulative, deceitful and reckless, and won’t care for other people’s feelings.

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32
Q

ASPD is the only personality disorder which…?

A

It is the only personality disorder which has a childhood antecedent in its diagnostic criteria.

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33
Q

Name risk factors for the prevalence of life-course persistent offending.

A
  • Male
  • Living in an inner city
  • Low social class
  • Lone or step parents
  • Criminal parents
  • Poor parental supervision
  • Delinquent friends
  • Bullying
  • Truancy
  • Exclusion from school
  • Low achievement
  • Regular drinking

HO (1998/99) Youth Lifestyles Survey

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34
Q

What is the relationship between the number of risk factors and the likelihood of becoming life-course persistent offenders?

A

Linear-dose response relationship - the more risk factors, the higher the chance of becoming a persistent offender.

But, even those that have 4 or more risk factors, do not become persistent offenders.

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35
Q

What is conduct disorder?

A

ASPD is young people. Symptoms fall under 4 categories; aggression to people and animals, destruction of property (overt), deceitfulness and theft, and violation of rules (covert).

It is characterised by a repetitive and persistent pattern of behaviour in which the basic rights of others, or major age-appropriate societal norms are violated, resulting in clinically significant impairment in functioning.

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36
Q

Why is CD so heterogenous?

A

There are 15 symptoms falling under 4 categories, and the diagnostic criteria state that 3 symptoms must have been present for the last 12 months, and 1 present within the last 6 months. Therefore, there are 32,000 different possibilities of CD presentation.

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37
Q

What is the diagnostic criteria for CD?

A

3 of the 15 symptoms must have been present for the last 12 months, and 1 present within the last 6 months.

38
Q

How has CD been further subtyped?

A

Childhood onset and adolescent onset

39
Q

What is childhood onset CD?

A

At least one problem with conduct before age 10.

40
Q

What is adolescent onset CD?

A

No problems with conduct before age 10.

41
Q

What is the distinction, ‘With Limited Prosocial Emotions’

A

A new specifier for subcategorising CD was introduced in 2013. It is basically the politically correct way of labelling callous-unemotional traits/psychopathic tendencies in children. Core features:

  • lack of remorse or guilt
  • callous lack of empathy
  • lack of concern for performance in important activities
  • shallow/deficient affect
42
Q

What is the diagnostic criteria for ‘With Limited Prosocial Emotions’?

A

Child must have 2 of the 4 symptoms present for the last 12 months in different settings and different relationships.

43
Q

How did Moffitt (1993) explain her age-crime curve?

A

The curve peaked at teenage years and then gradually decreased into adulthood/late adulthood.

Explained this with adolescence limited vs life-course persistent offenders.

44
Q

What did Moffitt (1993) theorise about the traits and characteristics of life-course persistent offenders?

A

Characterised by individually-based risks:

  • neurocognitive deficits (low verbal IQ and executive functioning deficits)
  • under-controlled temperament
  • hyperactivity
45
Q

What did Moffitt (1993) theorise about the traits and characteristics of adolescence-limited offenders?

A

Characterised on an individual basis:

  • exaggerated form of ‘normal’ rebelliousness

But, greater influence of psychosocial factors:

  • influence of deviant peers
  • adolescent ‘maturity gap’ - physically like adults, but mentally teenagers.
46
Q

What type of disorder did Moffitt (1993) classify life-course persistent offending as?

A

Neurodevelopmental disorder, caused by abnormal brain development.

47
Q

What causes adolescent-limited offending, according to Moffitt (1993)?

A

Due to social modelling of antisocial peers. No role for neuropsychology or individual characteristics.

48
Q

What are the 3 developmental pathways to CD, according to Frick and Viding (2009)?

A
  • Adolescent onset
  • Childhood onset with high callous-unemotional traits
  • Childhood onset with emotional and behavioural dysregulation (low callous-unemotional traits)
49
Q

What are callous unemotional traits?

A
  • callous use of others

- lack of guilt and empathy

50
Q

How are the sub-group of CD with high levels of CU traits expected to behave in response to negative stimuli?

A

Expected to show a lack of emotional responsiveness to negative emotional stimuli.

51
Q

How are the sub-group of CD with low levels of CU traits expected to behave?

A

Emotional reactivity/poor emotion regulation

52
Q

What is the relationship between presence of CD as a youth, and progression into ASPD?

A

Only 50% of youths with CD will go on to meet the full criteria for ASPD.

53
Q

What is the diagnostic criteria for ASPD?

A

3 or more of the 7 diagnostic symptoms AND:

  • at least 18
  • history of CD by age 15
  • ASPD does not occur in the context of schizophrenia or bipolar disorder
54
Q

Describe the prevalence of CD and ASPD in the prison population

A

50%-80% of individuals in prison will have had CD and present with ASPD. Subgroup within this ASPD pop also have psychopathy

55
Q

What is the relationship between ASPD and psychopathy?

A

Asymmetrical relationship:

All psychopaths have ASPD, but not all individuals with ASPD will necessarily be psychopaths.

56
Q

CD with high CU traits is alike what in adulthood?

A

Psychopathy

57
Q

CD with low CU traits is alike what in adulthood?

A

ASPD

58
Q

What are the key characteristics of psychopathy?

A

Lack of empathy and remorse, manipulative, early age offending, persistent and versatile offending and premeditated violence.

59
Q

What are the crime stats for psychopaths?

A
  • higher crime rate
  • more likely to recidivate
  • more violent crimes
60
Q

What are the two main domains of symptoms in psychopathy?

A

Affective-interpersonal and antisocial-impuslive

61
Q

What are the symptoms of the affective-interpersonal domain of psychopathy?

A
  • grandiose sense of self worth
  • pathological lying
  • manipulative
  • lack of remorse or guilt
  • shallow affect
  • lack of empathy
62
Q

What are the symptoms of the antisocial-impulsive domain of psychopathy?

A
  • need for stimulation/proneness to boredom
  • poor behavioural control
  • early behavioural problems
  • impulsivity
  • irresponsibility
  • lack of realistic, long term goals
63
Q

Why do you get a heterogenous population with ASPD?

A

The diagnostic features are based on overt behaviour. Might be behavioural similarities between them but studying affective-interpersonal features help you to identify a more homogenous sub group.

64
Q

What type of disorder is psychopathy tending to be classified as and why?

A

Neurodevelopmental disorder. Due to findings of functional and structural brain abnormalities in youths with CD and high CU traits. Abnormalities are specific when compared with other youths with CD and no CU traits.

65
Q

Describe why CD acts as a risk factor for problems later in adolescence and adulthood.

A

Mental health - one of the most common reasons for referral to CAHMS

Legal - high risk of involvement with the CJS

Educational - key reasons for school dropout and teacher burnout

Social - difficulty sustaining relationships

Occupational - difficulty completing educational training and securing jobs

Physical health - respiratory problems, TBI’s, drug and alcohol abuse in adulthood

66
Q

To demonstrate the cost of CD, which conditions has t now surpassed in terms of its burden?

A

Surpassed autism and AIDS

67
Q

What did Scott et al., (2001) find about the cost of individuals with CD compared to those without?

A

The cost of those with CD was 10 times more than those without - for education, foster care, health and crime costs.

Cost was mostly from education and crime

68
Q

What are some of the main disorders that are likely to develop if CD is present by age 15, according to Kim-Cohen et al., (2003)?

A 
Anxiety
Depression
Mania
Eating disorders
Schizophrenia
Substance Misuse
ASPD
69
Q

Describe co-morbid disorders with CD

A

ADHD:
8-45% co-morbidity in boys
1-61% in girls

Anxiety (community):
22-33%

Anxiety (children seeking treatment):
60-75%

Depressive disorders:
12-17.6%

70
Q

What did Moffitt et al., (2008) find about the factors that influence the prognosis of CD?

A
  • Children who develop CD later in childhood have a better prognosis
  • Severity and variety of early ASB predicts serious ASB in adulthood
  • Prognosis is worse for those with co-morbid disorders
71
Q

Define psychopathology

A

Aims to understand the etiology (cause), nature and treatment of mental disorders

72
Q

Define the developmental psychopathology perspective

A

Aims to understand how psychopathology emerges over the lifespan.

+ the study of developmental processes which contribute to, or protect against, psychopathology

73
Q

Describe the 4 levels of Bronfenbrenner’s (1979) developmental psychopathology approach.

A
  • Individual child
  • Microsystem
  • Exosystem
  • Macrosystem
74
Q

What factors are encompassed by the microsystem (Bronfenbrenner, 1979)?

A

Family
Peers
Siblings
Classroom

75
Q

What factors are encompassed by the exosystem (Bronfenbrenner, 1979)?

A 
Extended family
School board
Neighbourhoods
Mass Media
Parents' work environments
76
Q

What factors are encompassed by the macrosystem (Bronfenbrenner, 1979)?

A 
Laws 
History
Culture
Social conditions
Economic system
77
Q

What are the 4 characteristics of an etiological model of CD from a developmental psychopathology perspective?

A
  1. Must consider the role of multiple risk factors
  2. Must consider the possibility that sub groups of children with CD may have distinct causal mechanisms.
  3. Must integrate research on the development of aggressive and antisocial behaviour with research on normally developing youths.
  4. Must integrate multiple levels of analyses (cognitive, genetic, neurological, social and behavioural)
78
Q

What is equifinality?

A

The same phenotypic outcome is reached from different developmental pathways or risk factors.

i.e. Children with different neural/causal mechanisms that all end up with CD

79
Q

What is multi-finality?

A

Different phenotypic outcomes are reached from the same developmental pathways or risk factors

i.e. children who all have neuropsychological deficits, but have different presentations/diagnoses

80
Q

What is canalisation?

A

When processes become increasingly set in motion or stable down a particular trajectory.

i.e. problems later down the line are well in place, and avoiding a specific outcome is much more difficult than intervening earlier on.

81
Q

What are critical/sensitive periods?

A

Phases of heightened sensitivity to environmental factors, such as adverse life events or abuse

82
Q

What is the criteria for inferring causality?

A
  • A (the cause) and B (the outcome) are related to each other
  • A precedes B in time
  • Level or intensity of A predicts severity of B
  • Association between A and B still holds, even when confounding variables are accounted for
83
Q

What is the gold standard research design in finding causality, in developmental psychopathology?

A

Longitudinal designs

84
Q

What is the retrospective longitudinal design?

A

Obtaining information about past history in your group of participants

85
Q

What is the follow-back longitudinal design?

A

Use of data collected previously.

86
Q

What is the prospective longitudinal design?

A

Information collected repeatedly on the same group of individuals over time

87
Q

What are cross-sectional designs?

A

Studying different age groups at a single time point

88
Q

What are 2 limitations of cross-sectional designs?

A
  • causal inference, not the same group of people so can’t compare directly/validly between age groups
  • subject to cohort effects - one age group might be more or less disturbed for reasons not related to chronological development.
89
Q

What is an accelerated longitudinal design?

A

Prospective longitudinal study, but with shorter follow up intervals. Used different age groups (tracked 7-9, 10-12, 13-15, etc)

90
Q

What is the problem of selective loss of participants in longitudinal studies?

A

The higher drop-out rate of participants with the most problems, which will interfere with data collection & findings.

91
Q

What are critiques of the developmental psychopathology approach?

A
  • includes so many variables and levels of analysis that results may be unmanageable (intractable)
  • Is it properly falsifiable? Data collection is so broad and profuse that a story can almost be found post hoc (fishing expedition, not real science).
  • it’s observational/descriptive, rather than experimental - can’t elicit causal relationships

Antisocial and Violent Behaviour (10 decks)

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