Quiz 3 - Chapter 4/5 Flashcards

(56 cards)

1
Q

What are correctional programs?

A

Very specific activities clearly outlined and described in standardized manuals

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2
Q

Who delivers correctional programs?

A

High trained staff

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3
Q

What are correctional programs designed to do?

A

Help offenders understand that they are accountable for their criminal behaviour
Target risk factors
Teach skills for managing risk factors
Help change criminal attitudes
Reduce risk that offenders present when they return to society

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4
Q

Static factors

A

Historical, generally unchanging

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5
Q

Static factors that predict recidivism

A

Young age
Single marital status
Being male

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6
Q

Static factors that do not predict recidivism

A

Being a person of colour
Low SES

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7
Q

Dynamic factors

A

Potentially changeable social and psychological variables

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8
Q

Strongest predictors of recidivism (dynamic factors)

A

Procriminal attitudes
Antisocial peers
Antisocial personality/pattern
Education/employment
Substance use

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9
Q

Consistently small but significant predictors of recidivism (dynamic factors)

A

Family/marital problems
Financial problems
Accommodations

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10
Q

Clinical variables and recidivism

A

Most clinical variables had weak or inconsistent associations with general recidivism
Low intellectual ability
Personal distress
Psychosis

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11
Q

What are the opposite of risk factors?

A

Protective factors

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12
Q

What are protective factors linked to?

A

Positive, healthy, noncriminal outcomes

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13
Q

How to assess protective factors?

A

Structured Assessment of Protective Factors (SAPROF) in the Netherlands
Assesses personal, motivational, and external factors

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14
Q

Does SAPROF work?

A

Scores from Netherlands and Canada show that it does predict general recidivism

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15
Q

What ages does adolescent offending encompass?

A

12-17 years old

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16
Q

What is the minimum age in Canada to get charged?

A

12

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17
Q

Age-crime curve

A

Global phenomenon: Steep rise in antisocial behaviour during adolescence then gradual decline during adulthood

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18
Q

Explain life course persistent offenders

A

Behavioural programs begin in daycare and preschool
Many have ADHD, learning disabilities, academic difficulties
Weak bonds to family
Psychopathic traits
Linked to more serious and persistent future antisocial behaviour

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19
Q

Prevalence of life course persistent offenders

A

Trajectory seen in 3-10% of general population
But responsible for 50-70% of offending

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20
Q

Low-level chronics

A

Persistent but low levels of antisocial behaviour
As adult, high anxiety, depression, social isolation, work problems

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21
Q

Abstainers

A

No antisocial acts across the lifespan; well-adjusted, successful

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22
Q

What do biological theories have to say about adolescent offending?

A

Children with antisocial biological father tend to be more antisocial, even if raised apart
Genetics seem particularly influential regarding link between substance use and delinquency in males
Lower heart rate: Lower fear, need for sensation seeking

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23
Q

What kind of theory is the social-information-processing model?

A

Cognitive theory

24
Q

Social-information-processing model

A

Cognitive deficits and distortions when problem-solving
Attend to fewer social and emotional cues
Hostile attribution bias
Limited problem-solving skills, resort to aggression
Reactive aggression
Proactive aggression

25
Hostile attribution bias
Tendency to attribute hostile intent to others' actions Less likely to notice emotional cues
26
Reactive aggression
Responding aggressively to perceived threat/frustration
27
How does the hostile attribution bias related to reactive aggression?
Hostile attribution early in the cognitive process
28
Proactive aggression
Aggression directed at achieving a goal
29
Example of proactive aggression
Trouble choosing alternative response to aggression
30
Social learning theory and aggression
Children may imitate behaviour that receives positive reinforcement E.g., intergenerational aggression
31
Patterson's coercive family process model
Aggressive behaviour among youth develops from a combination of: Imitation of parents Reinforcement (e.g., parent stops nagging when child is aggressive) Inconsistent discipline, inadequate parental supervision Interparental violence
32
How are TV and aggression linked?
Observing extreme violence on TV that is rewarded is linked to aggression
33
How are video games and aggression linked?
Reinforcement for violence in video games Inconsistently linked to aggression Desensitization --> Increased aggressive behaviour, cognition, affect, decreased empathy and prosocial behaviour
34
Name the 5 broad types of risk factors for adolescent offending
Individual Familial School Peer Community
35
Name 5 examples of individual factors linked to later offending
Prenatal complications Birth complications Low verbal intelligence and late language development Temperament in infancy Substance use
36
Prenatal complications as an individual risk factor linked to later offending
Linked to behavioural problems, including delinquency E.g., drugs, alcohol, nicotine exposure, mother's severe malnourishment (very important)
37
Birth complications as an individual risk factor linked to later offending
E.g., lack of oxygen When combined with poor bonding to caregiver in first year, 3X more likely to become violent criminals
38
Temperament in infancy as an individual risk factor linked to later offending
i.e., emotional regulation e.g., difficult to soothe, hyperactive, attention problems, impulsivity linked to later adolescent offending
39
Substance use as an individual risk factor linked to later offending
Especially before teen years Significantly linked to adolescent offending
40
Name 8 examples of familial factors linked to later antisocial behaviour
Poor parental supervision Low parental involvement Parental conflict Parental aggression Child abuse, neglect, and maltreatment Low SES Large family size Parental mental health problems
41
Name 2 school factors linked to later antisocial behaviour
Poor performance, commitment, and educational aspirations Truancy
42
Explain social control theory as it relates to school factors linked to later antisocial behaviour
Attachment, commitment, involvement, and belief in educational system are all important protective factors
43
Truancy as a school factor linked to later antisocial behaviour
Truancy, especially between ages of 12 and 14 is linked to adult offending
44
What is the most important group of risk factors for later antisocial behaviour in adolescents? How does this relate to childhood?
Peer factors Even young children who play with aggressive peers are at risk of behavioural problems
45
Give examples related to peer factors linked to adolescent antisocial behaviour
Peer approval and pressure from, allegiance to, spending time with, delinquent peers Compounded by problematic/uninvolved parents Especially gang involvement
46
Adolescents and gang involvement
Adolescents may be drawn to the socialization in gangs (e.g., protection, means of acquiring material goods, status, excitement, substances, sense of belonging) Inequalities (e.g., neglect) trigger lack of bonds (e.g., bullying) and desire for recognition and belonging
47
Name a community factor linked to later offending
Living in a low-income neigborhood
48
Explain how living in a low-income neighborhood is a risk factor for later offending
Assault during robbery/theft more common among adolescents Witnessing violence linked to adolescent offending More access to weapons More likely to learn delinquent behaviour, associate with delinquent peers, and have delinquent behaviours reinforced
49
what are the different kinds of protective factors?
individual factors familial factors school factors peer factors
50
individual protective factors
- intelligence and commitment to education - exceptional social skills, child competencies, confident perceptions, values, attitudes, beliefs ("likable" children respond positively to good role models) - sociability, pos. temperament, ability to self-reflect/avoid impulsivity, manage anger, etc
51
familial protective factors
- supportive relationship w/ adults - high parental supervision and secure parent-child attachment - clear and consistent discipline and normalization of prosocial behavior
52
school protective factors
- commitment to school and academic achievement - extracurricular activities (sports participation alone not linked to less juvenile activity)
53
peer protective factors
associating w/ peers who disapprove of antisocial behaviors
54
children under 12 - beh probs identified where?
at school by teachers, then reported to parents
55
behavioral problems: 2 categories
internalizing problems: emotional difficulties like anxiety and depression externalizing problems: delinquency, fighting, bullying, lying, destructive beh
56
children under 12: common psychiatric diagnoses
- ADHD - ODD (pattern of negativistic, hostile, defiant beh; 40% develop CD in adolescence) - CD (repetitive and persistent beh where the rights of others or basic social rules are violated; 50% develop ASPD in adulthood, specifier for children w/ limited prosocial emotions (lack of empathy)