Psychodynamic classical study - Bowlby 44 juvenile thieves

Question 1

F: how were the thieves diagnosed?

Answer 1

by Bowlby. Then were categorised as one of the 6 character types: normal, depressed, circular, hyperthymic, affectionless, schizoid

Question 2

F: mneumoic?

Answer 2

Normal
Does
Control
How
Anti
Social

Question 3

F: description of normal character type?

Answer 3

Children whose characters appear fairly normal and stable

Question 4

F: description of depressed character type?

Answer 4

Children who have been unstable and are in a depressed state of mind

Question 5

F: description of circular character type?

Answer 5

Unstable children who show alternating depression and over activity

Question 6

F: description of hyperthymic character type?

Answer 6

Children who demonstrate constant overactivity

Question 7

F: description of affectionless character type?

Answer 7

Children who lack normal affection, shame or sense of responsibility

Question 8

F: description of schizoid character type?

Answer 8

Children who show marked schizoid or schizophrenic symptoms

Question 9

F: how many of the 44 thieves were normal?

Answer 9

2

Question 10

F: which 2 characters are the most common amongst the thieves?

Answer 10

hyperthymic & affectionless

Question 11

F: why could an association between the affectionless character and theieving be suggested?

Answer 11

there were no affectionless characters in the control group of non-thieves

Question 12

F: what are the 3 key findings of this study?

Answer 12

1) the thieves were diagnosed as one of 6 character types
2) the character of the child relates to thieving behaviour
3) the home environment of the 44 theives is related to the character Bowlby diagnosed them w

Question 13

F: how many of the affectionless characters were grade 1 or 2 thieves?

Answer 13

0

Question 14

F: how many of the affectionless characters were grade 4 thieves?

Answer 14

13

Question 15

F: What was the total no. of grade 4 theives?

Answer 15

23

Question 16

F: What % of grade 4 thieves were affectionless?

Answer 16

56.5%

Question 17

F: what can we conclude about the Affectionless character & thieving?

Answer 17

is more likely to steal

Question 18

F: which factor seems to be the the most possible obvious cause for the Affectionless character?

Answer 18

seperation

Question 19

F: out of the affectionless characters, what % had experienced prolonged seperation from their mother?

Answer 19

86% (12/14) VS only 5% in control (which had no affectionless characters)

Question 20

F: additional findings?

Answer 20

• poverty, bad housing, lack of recreational facilities and other socio-economic factors are imp in young CB
• attempts to diagnose & treat children should happen at a much earlier age, where treatment is more influential
• prevention is more vital than early diagnosis

Question 21

F: cause (➡)

Answer 21

separation from mum ➡ Affectionless Personality ➡ Thieving

Question 22

F: causation?

Answer 22

• genetic factors
• early home envir (broken homes and sep from mother & emotional attitude parents)
• traumatic exps during later childhood

Question 23

F: in most children, ? of the causation factors were present?

Answer 23

1+

Question 24

F: of the 19 that had suffered a prolonged sep, what % were perisistent thieves?

Answer 24

74%

Question 25

C: what are the 3 main conclusions?

Answer 25

1 - early years of great imp
2 - juvenile crime is a social & economic problem too
3 - if ppl aware, would avoid sep

Question 26

C:1?

Answer 26

the findings and conclusions confirm the psychoanalytica assumption that early years are of great imp on development

Question 27

C:2?

Answer 27

However, juvenile crime is not just a psychological problem, it also a social and economic

Question 28

C:3?

Answer 28

if those who are involved in upbringing and care of small children are aware of the appalling damage prolonged separation can have on development of child’s character then greater effort would be made to avoid them and many cases of CB could be avoided

Question 29

M+P: describe the method used by Bowlby?

Answer 29

• 44 children - thieves
• All referred to London Child guidance clinic where Bowlby worked
• All thieves grade 1-4
• 31 boys, 14 girls
• opportunity sampling used - patients at child guidace clinic
• 44 children control gr, all referred to LCGC - NON WERE THIEVES - matched to theif group on IQ, age and economic status

Question 30

M+P: methodology - research methods used?

Answer 30

• series of case studies from 1936 - 39

- interviews with children and their mothers

Question 31

M+P: describe procedure?

Answer 31

• 1936 - 39 research carried out in LCGC
• each child had been referred to clinic as emotionally disturbed
• on arrival, 2 hour procedure
• mental tests w psychologist - Binet test for IQ as well as emotional attitude
• interiew w social worked and mom = kids early history
• report made by SW + Psy gave to psychiatrist (Bowlby)
• provisional diagnosis made, then he interviews C+M
• weekly interviews carried out some were over 6 months of more

Question 32

M+P: procedure summary?

Answer 32

• case studies
• 1936-9
• interviews w C+M
• LCGC
• emotionally disturbed child
• 2 hrs
• mental test w psy, interview w SW+M
• report from SW+P ➡ B
• diagnosis
• weekly interviews for 6+ months

Question 33

Evaluation of B’s M+P, F+C? Researcher bias ?

Answer 33

• B’s R can be critisised for a risk of RB
• B conducted all the psychiatric assessments himself, diagnosed each child (e.g affectionless) & knew ppts were thieves
• Thfr, poss that his expectations on the effects of MD may hv influenced his R
• this means that less IV of M+P OR F+C

Question 34

Evaluation of B’s M+P, F+C? Issues of Relability?

Answer 34

• a limitation of B’s P is that they lack ER.
• B used a case study method and he also describes the collection of data in his study as “unsystematic and unplanned”
• thfr, would be very diff to replicate the procedures in the same way to test for consistent F into the effects of MD on delinquency

Question 35

Evaluation of B’s M+P, F+C? use of case study method

Answer 35

• a + of B’s M is that it has high Ecological V
• used a series of case studies meaning there is no artifical manipulation
• the R used multiple methods to gather detailed qual data on the children’s behav and home life
• thfr, his study has high EV as the F can be generalised beyond setting of study

Question 36

Evaluation of B’s M+P, F+C? issues w the sample?

Answer 36

• can be argued that the sample used was unrep of TP.
• B only used a gr of 44 thieves from one area (Lndn) and ppts were selected thru OS.
• his sample was a unique set of indivds with emotional and social problems
• this limits how far the findings can be generalised to the TP e.g. all juvenile delinquents lowering the EV (pop V)

Question 37

Evaluation of B’s M+P, F+C? use of interviews?

Answer 37

• B used clinical interviews this could have led to SD
• kids may have lied to avoid getting in to further trouble and mothers may have lied to justify prblms experienced by their children and be seen as better parents
• thfr, this reduced IV of M or F+C drawn as B may not have a legitimate measure of the kid’s charac or exps.

Question 38

Evaluation of B’s M+P, F+C? use of a control group?

Answer 38

• a + of the procedures is that B used a Control gr
• used 44 children who were matched to the thieves in terms of age, intelligence, economic status
• thfr, was able to directly compare the exps of maernal sep and personality types of each gr to get a more valid pic of the effects of sep on delinquency than if he had just studied the gr of thieves

Question 39

Evaluation of B’s M+P, F+C? alt evid to contradict B’s F+C?

Answer 39

• a criticism of B’ study is that there is R to suggest that kids form multiple attachments.
• Schaffer & Emerson 1964
• found that children formed the strongest attachments with those who they spent the most time w & who wer most sensitive and responsive to their needs.
• they also found evid that kids form multiple attachments
• which suggests that B’s F+C are limited as it fails to take into account the role of other caregivers + attachments figures in a child’s emotional develop.
• is possible that although children had experiences seperations from mother, they had formed secure attachs w other figs and thfr seperations do not explain their delinquency

Question 40

Evaluation of B’s M+P, F+C? Alt evid to support B’s F+C?

Answer 40

• is R to support B’s C
• Bifulco et al found that the loss of the mom thru sep or death 2x the risk of depressive and anxiety disorders in a sample of 250 women
• these F’s clearly support B’s C that MD does indeed lead to long lasting emotional consequences for the child

Question 41

Evaluation of B’s M+P, F+C? Ethical issue - lack of VC?

Answer 41

• the kids were interviewed as part of the process of being treated at the clinic 1936-9
• B did not produce & publish the report until 1944.
• thfr, is likely that ppts were unaware their data would be used in a study and thfr VC was not gained which wuld b highly unethical
• ⭐Hwvr, ethical guidlines were not published at the time of B’s R thfr, it would be unfair to accuse him of breaching them

Question 42

Evaluation of B’s M+P, F+C? Social implication - Health sector

Answer 42

• B’s R has had + imps for
• prior to B’s R, one source of poss MS would be if the child was hospitalized, parents were only allowed restricted visiting times
• hwvr, since B’s S highlighting the - effects pf MD, hospitals now have round the clock visiting times and children’s hsptls such as Alder Hey allow parent to stay with child
• this would have + implications for society as would ⬇the no. of parent child seps and the chances of any - emotional and social prblms e.g. delinquency

Question 43

Evaluation of B’s M+P, F+C? - Social implication - workplace

Answer 43

• a - imp for society is that B’s R implies that any regular sep from mother could have damaging consqs
• this could lead to women not wanting to work as don’t want to b labelled as ‘bad mothers’ or discrimination against women who want to work meaning they don’t get obs
• this would lead to - impact in society as could lead to skills gap in workplace, ➡ would damage economy

Question 44

Evaluation of B’s M+P, F+C? Social implication - education

Answer 44

• B’s S had benefited soc within this area as nurseries now have low staff: children ratios (one staff member: every 3 children) to ensure that atatchments can still b formed
• finally, parenting classes and PSHE lessons in schools could include imp of attachments w your children, to ensure success of forming a parental bond in the future
• both of these are + imps to reduce poss parent child seps an thfr, possibly prevent future delinquent behaviour

Question 45

no conclusion if?

Answer 45

worth less than 10 marks on C1!!!!

Question 46

For eval ques (8 marks) how many para?

Answer 46

3/4

Question 47

(GRAVES) for evaluate M+P?

Answer 47

G,R,V,E

Question 48

(GRAVES) for evaluate F+Cs?

Answer 48

GRAV

Question 49

(GRAVES) for evaluate ETHICAL + SOCIAL?

Answer 49

E&S - could be own ques!!