Problem 4: Risk assessment Flashcards

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1
Q

What are the four generations of offender risk assessment tools?

A
  1. First Generation (1G): Unstructured professional judgment.
  2. Second Generation (2G): Static, empirical risk instruments (e.g., Salient Factor Score).
  3. Third Generation (3G): Dynamic risk factors and criminogenic needs (e.g., LSI-R).
  4. Fourth Generation (4G): Comprehensive systems linking risk, needs, and strengths to case management (e.g., COMPAS, LS/CMI).
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2
Q

What is the Risk-Need-Responsivity (RNR) model?

A
  1. Risk Principle: Focus on high-risk individuals for intervention.
  2. Need Principle: Address criminogenic needs (dynamic risk factors) to reduce recidivism.
  3. Responsivity Principle: Tailor interventions to individual characteristics (e.g., learning styles, abilities).
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3
Q

What are the Big Four risk factors in criminal behavior?

A
  1. Antisocial attitudes
  2. Antisocial associates
  3. Behavior history
  4. Antisocial personality patterns

These form the core of the Central Eight criminogenic needs.

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4
Q

What theoretical model is most prominent in the Psychology of Criminal Conduct (PCC)?

A

Social learning theory and social cognition theory dominate.

Combines constructs like low self-control, antisocial cognition, and antisocial associates.

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5
Q

What are the empirical findings supporting the Risk Principle, Need principle and Responsivity principle?

A

Risk Principle
- Precision in risk assessment improves outcomes.

Need principle
- Targeting multiple criminogenic needs is essential.

Responsivity principle
- General responsivity improves outcomes, but tailored attention to staff skills, training, and management integrity increases correlations

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6
Q

What is the predictive validity of 1G vs. 2G assessments?

A

*1G (Unstructured clinical judgment): Weak predictive validity (r = .12).

2G (Actuarial tools): Improved validity (r = .42 for general recidivism; r = .39 for violent recidivism).

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7
Q

What distinguishes 3G and 4G risk assessment tools?

A

3G: Include dynamic factors and criminogenic needs (e.g., LSI-R).

4G: Add strengths assessments, reassessments, and link assessments to case planning and outcomes (e.g., LS/CMI).

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8
Q

What does the Correctional Program Assessment Inventory (CPAI2000) evaluate?

A

Measures adherence to RNR principles.

Identifies strengths and weaknesses in correctional programs.

Agencies using CPAI-aligned practices show higher recidivism reduction (r = .33 vs. r = .16 without adherence).

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9
Q

What are critiques of the RNR model?

A
  1. Overemphasis on risk and need, neglecting offender strengths.
  2. Potential bias in risk assessments due to socioeconomic or cultural factors.
  3. Need for more focus on well-being and specific responsivity strategies.
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10
Q

What is the General Personality Cognitive Social Learning (GPCSL) perspective?

A

The GPCSL perspective explains criminal behavior through a framework focusing on dynamic risk factors (e.g., attitudes, behaviors) and social learning processes. It underpins the Central Eight risk/need factors and informs the Risk-Need-Responsivity (RNR) model for effective offender assessment and treatment.

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11
Q

What is the difference between General Responsivity and Specific Responsivity?

A

General Responsivity: Use evidence-based methods like cognitive-behavioral therapy (CBT) to address behavior universally.

Specific Responsivity: Tailor interventions to individual traits (e.g., personality, culture, motivation) for maximum effectiveness.

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12
Q

What does the Need Principle focus on?

A

Treatment must prioritize criminogenic needs, which are dynamic factors linked to recidivism (e.g., procriminal attitudes, substance abuse). Addressing noncriminogenic needs is secondary but can improve engagement in treatment.

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13
Q

How does the Risk Principle affect treatment intensity?

A

High-risk offenders require intensive services to reduce recidivism.

Over-treating low-risk offenders can lead to negative effects and inefficient resource use.

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14
Q

Why is structured assessment important in the RNR model?

A

Structured assessments are more reliable and valid than unstructured professional judgment. They help accurately identify high-risk offenders and align treatment intensity with risk levels.

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15
Q

What is the strength principle in RNR?

A

Integrating offender strengths into assessments and treatment enhances engagement, motivation, and recidivism reduction.

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16
Q

What are the four types of predictions in a 2 × 2 risk assessment table?

A
  1. True Positive (TP): Correctly predicting recidivism.
  2. False Positive (FP): Incorrectly predicting recidivism.
  3. False Negative (FN): Failing to predict recidivism.
  4. True Negative (TN): Correctly predicting no recidivism.
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17
Q

What characterizes first-generation risk assessments?

A

Based on unstructured professional judgment and intuition.

Lacks standardization, relying on subjective criteria.

Key limitation: Low reliability and predictive accuracy due to informal and non-measurable criteria.

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18
Q

What are the strengths and weaknesses of second-generation risk assessments?

A

Strengths:
* Introduced actuarial tools using static, evidence-based factors like criminal history.
* Improved predictive accuracy (AUCs: .64–.76).

Weaknesses:
* Focused only on static factors, ignoring changeable ones.
* Lacked a theoretical foundation for explaining criminal behavior.

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19
Q

How did third-generation assessments improve on previous methods?

A

Added dynamic criminogenic needs (e.g., substance abuse, procriminal attitudes) to static factors.

Guided targeted interventions and treatment plans.

Tools like LSI-R demonstrated strong validity for predicting general and violent recidivism.

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20
Q

What distinguishes fourth-generation assessments from earlier tools?

A

Integrated risk/need assessment with structured case management.

Included criminogenic and non-criminogenic needs.

Focused on responsivity factors (e.g., cultural and personal traits).

Allowed real-time tracking of offender progress (e.g., LS/CMI).

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21
Q

What is the Level of Service/Case Management Inventory (LS/CMI)?

A

A fourth-generation assessment tool that:
* Combines risk/need assessment with structured case management.
* Tracks offender progress and integrates responsivity considerations.
* Addresses criminogenic and noncriminogenic needs.

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22
Q

What are Daly’s five pathways for female offending?

A
  1. Street Women: Survive abuse/life on streets through theft, drugs, or prostitution.
  2. Battered Women: Commit crime as a reaction to severe victimization.
  3. Drug-Connected: Drug-related offenses tied to intimate relationships.
  4. Harmed and Harming: Chronic offending linked to victimization.
  5. Other: Economic crimes like theft or embezzlement.
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23
Q

What are Gender-Informed (GI) factors, and how do they impact risk assessment?

A

GI factors include anger, victimization, parental stress, and self-esteem.

Mixed results: Improve prediction for specific groups but are not universally effective.

Debate exists about whether these factors are truly gender-specific.

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24
Q

What are acute dynamic risk factors, and why are they important?

A

Rapidly changing factors (e.g., intoxication, job loss, social support collapse).

Provide immediate insights into increased recidivism risk.

Support real-time intervention and risk management strategies.

25
Q

What are the guidelines for effective offender assessment?

A

Use actuarial tools
Focus on criminogenic needs
Reassess dynamic factors
Consider responsivity (e.g., personality, culture)
Integrate multi-method assessments across the Central Eight domains

26
Q

Why is adherence to least restrictive alternatives important in offender assessment?

A

Ensures offenders’ liberty is not unnecessarily restricted.

Aligns interventions with actual risk levels, avoiding excessive punishment.

Promotes ethical and fair treatment in criminal justice practices.

27
Q

What are direct protective factors in youth violence?

A

Traits or conditions associated with a low probability of violence, regardless of risk levels.

Examples include:
* Individual: Above-average intelligence, low impulsivity, prosocial attitudes.
* Family: Close parental relationships, medium SES.
* School: Academic success, strong school bonding.
* Peers: Non-deviant friendships.
* Neighborhood: Nonviolent, non-deprived environments.

28
Q

What are buffering protective factors, and how do they differ from direct protective factors?

A

Buffering protective factors mitigate or weaken the impact of risk factors on negative outcomes like youth violence.

Unlike direct factors, they interact with risk factors to reduce their influence.

Example: A strong bond with a caregiver reducing the effect of a deprived neighborhood on violent behavior.

29
Q

How does resilience relate to protective factors?

A

Resilience: The ability to adapt and thrive despite adversity (e.g., high-risk environments or trauma).

Protective factors foster resilience by directly reducing risk or buffering the impact of risk factors.

30
Q

What role does high intelligence play in preventing youth violence?

A

Direct protective effect: Lowers likelihood of violent or delinquent behavior.

Buffering effect: Reduces risk in high-risk contexts, e.g., criminal parent or high-risk environments.

Linked to better executive functioning, practical intelligence, and social competence.

Caveat: Less clear role in desistance from offending.

31
Q

How do social cognitions influence youth violence?

A

Positive attitudes toward family and school can act as protective factors.

Belief in self-efficacy and low helplessness foster resilience.

Higher perceived risk of being caught deters offending.

Self-esteem: Relationship with aggression is complex; stability and realism of self-esteem matter.

Religious orientations promote nonviolence and prosocial behavior.

32
Q

What temperament traits protect against antisocial behavior?

A

Low impulsivity, emotional stability, and cautious behavior reduce violence.

Easy temperament: Sociability, positive mood, low irritability buffer social risks.

Ego resiliency: Flexible control adapts to demands, buffering against violence.

Anxiety/internalizing behaviors: Protect in early life but may become risk factors later.

33
Q

What biological factors act as protective factors against youth violence?

A
  1. Genetic factors: High MAO-A activity buffers effects of maltreatment.
  2. Autonomic arousal: High heart rate and better arousal conditioning predict desistance.
  3. Hormonal factors: Elevated cortisol may interact with testosterone to influence aggression.
  4. Biosocial interactions: Biological traits (e.g., low arousal) combined with social experiences (e.g., violence) shape outcomes.
34
Q

What are examples of promising protective factors for youth violence?

A
  • Above-average intelligence
  • Effective planning behavior
  • Non-aggression-prone cognitive patterns
  • Spiritual values and positive attitudes toward family and school
  • Easy temperament
  • Low ADHD symptoms
  • Enhanced anxiety and shyness
  • High heart rate and MAO-A activity
35
Q

How does executive functioning relate to intelligence as a protective factor?

A

Executive functioning (e.g., self-control, social information processing) enables better decision-making and impulse regulation.

Practical intelligence, such as realistic planning and social competence, is more protective than abstract intellectual capacity.

36
Q

How does anxiety function as both a protective and risk factor?

A

Protective in early life: High anxiety and shyness reduce antisocial behavior.

Risk in late life: May hinder desistance from violence and lead to late-onset criminality.

37
Q

What is the role of the MAO-A gene in youth violence?

A

High MAO-A activity buffers the effects of maltreatment, reducing antisocial outcomes.

Results are context-dependent and vary by ethnic group.

38
Q

Why is ego resiliency important in preventing violence?

A

Resiliency involves flexible adaptation to environmental demands.

Buffers against violence in maltreated or disadvantaged youth.

Opposite traits, like ego under-control (impulsivity), increase risk.

39
Q

How do biosocial interactions influence youth violence?

A

Biological traits (e.g., low arousal) interact with social factors (e.g., early deprivation).

These interactions complicate direct causality but highlight the importance of addressing both biological and social risks.

40
Q

What role does the parent-child relationship play in preventing youth violence?

A

Positive emotional bonds foster nonviolence and buffer against behavioral risks.

Secure attachment in early childhood supports healthy brain development and aggression regulation.

Bonds with mentors, teachers, or nondeviant partners in adulthood encourage desistance from violence.

41
Q

How does socioeconomic status (SES) impact youth violence?

A

Higher SES directly protects against violence.

Provides access to resources, education, and stable environments that discourage antisocial behavior.

42
Q

What are the buffering effects of low parental stress?

A

Low stress levels foster a stable family climate.

Encourages desistance from violent behavior by reducing conflict and promoting positive interactions.

43
Q

How does constructive parental coping influence youth behavior?

A

Positive problem-solving strategies model non-aggressive responses.

Helps children develop resilience and prosocial attitudes.

44
Q

What are the direct protective effects of educational support from parents?

A

Positive parental attitudes toward education discourage antisocial behavior.

Emphasizes the value of learning and achievement, steering children away from violence.

45
Q

List early family factors that protect against youth violence.

A
  • Close relationships with at least one caregiver.
  • Parental acceptance and involvement.
  • High levels of supervision and consistent discipline.
  • Positive attitudes toward education and low physical punishment.
  • Above-average SES and low parental stress.
  • Family modeling of constructive coping strategies.
46
Q

What parenting behaviors are linked to non-aggressive behavior in high-risk environments?

A
  • Structure-oriented parenting with warmth and attentiveness.
  • Consistent discipline and supervision.
  • Parental disapproval of antisocial actions.
  • Engagement in family activities.
47
Q

How can non-parental relationships promote desistance from violence?

A

Close bonds with mentors, teachers, or nondeviant partners provide alternative prosocial role models.

These relationships support social learning and reduce reliance on antisocial peer groups.

48
Q

How does academic achievement protect against youth violence?

A

Directly lowers the likelihood of violence.

Buffers risks like childhood abuse or high-risk environments.

Encourages self-efficacy and opens pathways to noncriminal opportunities.

49
Q

What is the role of school motivation and commitment in reducing violence?

A

Enhances protective effects of academic success.

Encourages positive development, even in challenging contexts.

Promotes long-term prosocial behavior.

50
Q

Why is school bonding significant in preventing youth violence?

A

Fosters emotional and social attachment to school, promoting nonviolence.

Encourages societal bonding and alternatives to criminality.

More impactful in high-risk youth than intelligence alone.

51
Q

What are the protective effects of a positive school climate?

A

Reduces aggression through clear behavior rules, supervision, and collaboration between parents and teachers.

Anti-bullying programs improve school climate and reduce long-term violence.

Creates a safe, supportive environment for learning and growth.

52
Q

How can non-deviant peers serve as protective factors against youth violence?

A

Having non-deviant friends or belonging to prosocial peer groups reduces delinquency.

Peer groups that disapprove of antisocial behavior buffer against risks.

Involvement in religious or community groups fosters desistance from antisocial behavior

53
Q

What are the risks and benefits of social isolation in youth?

A

Benefits: Temporarily shields youth from antisocial influences.

Risks: Leads to mental health challenges and potential later antisocial behavior.

Non-deviant romantic relationships can encourage desistance at older ages.

54
Q

What factors moderate the influence of deviant peers on youth behavior?

A
  • School bonding
  • Academic achievement
  • Individual personality traits
  • These factors can weaken the negative impact of deviant peer relationships.
55
Q

How do nondeprived neighborhoods protect against juvenile violence?

A

Provide direct protective effects through improved housing quality and middle-class environments.

Buffer aggressive behavior in low-income children, depending on family and social dynamics.

56
Q

What role does social cohesion play in preventing youth violence?

A

Enhances informal social control, community trust, and social networks.

Buffers against the effects of poverty and violence through positive community interactions.

57
Q

How do housing mobility programs impact youth violence?

A

Support families in moving to better neighborhoods, showing direct and buffering protective effects.

Effects are enhanced when combined with family-level resilience factors.

58
Q

What are examples of buffering protective factors in high-risk contexts?

A

Intellectual capacity, emotional control, and social maturity reduce violent behavior.

Youth with multiple protective factors, even in high-risk families, show lower aggression and violence rates.

59
Q

What did the Bielefeld Resilience Study find about youth in high-risk families?

A

Youth with multiple protective factors exhibited lower aggression and violence rates, even under high risk.