Turning To Crime Flashcards
Farrington design:
(Upbringing)
1.1
Longitudinal survey, in latest report data was gathered from interviews at age 48 and searches of criminal records
Farrington participants:
(Upbringing)
1.1
411 boys, ages 8-9
(394 still alive at age 48)
Predominantly white
6 state schools in East London
Farrington results:
(Upbringing)
1.1
161 had convictions at 48 yrs old
Offences peaked at age 17, 17 offenders per 100 makes at 17yrs old
Career age at 10-13 almost always had reconvictions at least once
93% admitted committing an offence once in their lives
Chronic offenders on average conviction careers lasted from age 14-35
Persisters are more likely to have: convicted parents, high daring, a delinquent sibling, young mother, large/disrupted families, low popularity.
Proportion of men leading successful lives (no drug or offences/convictions on the past 5 years) increased from 78% at age 32 to 88% at age 48
Sutherland- theory of differentiation, first principle:
(Learning from others)
1.2
1-criminal behaviour is learned: not inherited/ biological
Sutherland- theory of differentiation, second principle:
(Learning from others)
1.2
Criminal behaviour is learned in interaction with other persons in a process of communication- verbal interaction
Sutherland- theory of differentiation, third principle:
(Learning from others)
1.2
The principle part of the learning of criminal behaviour occurs within intimate personal groups-
Sutherland- theory of differentiation, fourth principle:
(Learning from others)
1.2
When criminal behaviour is learned, the learning includes the techniques of commuting the crime, which are sometimes very complicated, sometimes very simple and the specific direction of motives, drives, rationalisations and attitudes.- learn the trades/attitudes from someone
Sutherland- theory of differentiation, fifth principle:
(Learning from others)
1.2
The specific direction of motives and drives is learned from definitions of the legal codes as favourable or unfavourable. (Some groups see some laws as pointless)
Sutherland- theory of differentiation, sixth principle:
(Learning from others)
1.2
A person becomes delinquent because of an excess of definitions favourable to violation of law over definitions unfavourable to violation of law- individuals become criminal due to repeated contacts with criminal activity and a lack of contact with non- criminal activity
Sutherland- theory of differentiation, seventh principle:
(Learning from others)
1.2
Differential associations (number of contacts with criminals over non- criminals) may vary in frequency, duration, priority and intensity- quantities ratio of criminals associated with compared to non criminal
Sutherland- theory of differentiation, eighth principle:
(Learning from others)
1.2
The process of learning criminal behaviour by association with criminal and anti-criminal patterns involves all of the mechanisms that are involved in any other learning.- learnt as easy as any other behaviour
Sutherland- theory of differentiation, ninth principle:
(Learning from others)
1.2
While criminals behaviour is an expression of general needs and values, it is not explained by those general needs and values, since non-criminal behaviour is an expression of the same needs and values- a thief steals to get money however no difference from working an honest labourer for money
Sutherland 9 steps of theory of association is based on two core assumptions:
(Social psychological process)
(Learning from others)
1.2
1-deviation occurs when people define a certain human situation as an appropriate occasion for violating social norms or criminal laws.
2- definitions of the situation are acquired through an individual’s history of past experience.
Wilkstrom and Tafel aim:
1.3
To study a wide range of factors to identify what are the most significant factors in predicting the criminality of individuals
These factors include:
- Poverty
- disadvantage
- substance abuse
Wilkstrom and Tafel design:
1.3
Cross sectional snapshot study using interviews and data collection
Wilkstrom and Tafel sample:
1.3
(1957) Approx 2000 year 10 (14-15yr olds) from 13 state schools in Peterborough
Wilkstrom and Tafel studied crimes:
1.3
- violence
- Vandalism
- Shoplifting
- Burglary
- Theft
Wilkstrom and Tafel findings:
1.3
- 44.8% of males and 30.6% of females have committed at least one crime during the year 2000
- 9.8% of males and 3.8% if females have committed a serious crime
- high frequency offenders tend to commit a wide range of different crimes
- 1 in 8 offenders were reported to or caught by the police for their last committed crime
- offenders are more often victimised than non-offenders and violent offenders are more likely to be victims of violence
- offenders are more drunk and more often drugged up
Wilkstrom and Tafel conclusion on 3 different types of offenders:
1.3
Propensity-induced:
Personality of individual characteristics, tend to have high risk factors
Lifestyle dependant:
Lifestyle, peer compliance, following delinquents
Situationally limited:
May occasionally offend if their lifestyle exposes them to high risk levels of situational risk
Farrington et al aim:
(upbringing) 1.1
1) to document the start, duration and end of offending behaviour from childhood to adulthood.
2) to investigate the influence of life events: the risk and protective factors predicting antisocial behaviour: the intergenerational transmission of offending and Anti social behaviour, and the influence of family background
- Yochelson and Samenow: Aims
1) to understand the make-up of the criminal personality
2) to establish techniques that could be used to alter the personality disorders that produce crime.
3) to encourage an understanding of legal responsibility
4) To establish techniques that can be effective in preventing criminal behaviour
- Yochelson and Samenow: Participants
225 males with various backgrounds and ethnicity.
Half the group were not found guilty due to insanity and in a mental hospital and the other half were convicted and not made a plea
Only 30 completed the interviews and only 9 made a change
Freudian based therapy used on them
- Yochelson and Samenow: methodology
A series of interviews was conducted with participants over a period of several years. Longitudinal study
- Yochelson and Samenow: selected findings
Criminals have 52 thinking patterns distinguishable in the criminal personality. Although not only criminals who have them they’re displayed more by criminals:
- restless and irritable
- while at school considered requests from their teachers and parents as impositions
- continually set self apart from others
- want to live a life of excitement at any cost
- are habitually angry as a way of life
- are lacking empathy
- feel under no obligation to anyone or anything except their own interests
- are poor at responsible decision making having pre judged situations
2.1 kohlberg-moral development in children: Aim:
To find evidence in support of a progression through stages of moral development
Level 1:
Stage 1:doing what is right because of fear of punishment
Stage 2:doing what is right for personal gain,rewards
Level 2:
Stage 3: doing what is right according to the majority to be a good boy/girl
Stage 4: doing what is right because it is your duty and helps society, laws must be obeyed for conman good
Level 3:
Stage 5: doing what is morally right even if it is against the law because the law is too restrictive
Stage 6:doing what is right because our inner conscience which has aborted the principles of justice, equality and sacredness of human life
2.1 kohlberg-moral development in children: Participants
58 boys from Chicago- ages 7-16, middle to working class, took place in 1963
2.1 kohlberg-moral development in children: methodology
Each boy was given a 2 hour interview with 10 dilemmas they had to solve, some boys were followed up at 3 year intervals up to age of 30-36 making this a longitudinal study
2.1 kohlberg-moral development in children: Results
Younger boys tended to perform at stages 1 and 2, the older boys at stages 3 and 4, suggesting support for development through stages, these patterns were consistent in the cross cultural studies altho less industrialised societies took longer to develop, no support found for stage 6
2.1 kohlberg-moral development in children: Conclusions
Recent replications (Thornton and Reid) with criminal samples have suggested that criminals committing crimes for financial gain show more immature reasoning than those committing violent crimes, suggesting that Kohlbergs stages can be applied to types of criminality
2.3 Gudjohnsson and Bownes- the attribution of blame and type of crime committed: Aim
To examine the relationship between the type of offence and the attributions offenders make about their criminal act and then cross-validate earlier findings on an English sample
2.3 Gudjohnsson and Bownes- the attribution of blame and type of crime committed: METHOD
Self report 42-item ‘blame attribution inventory’ to measure the offenders type of offence and attribution of blame on the three dimensions: internal/external, mental element and guilt
2.3 Gudjohnsson and Bownes- the attribution of blame and type of crime committed: participants
80 criminals who were serving sentences in Northern Ireland, divided into 3 groups:
Group 1: 20 subjects who committed violent offences including homicide and grievous bodily harm
Group 2: 40 sex offenders including rapists, paedophiles and those who had committed sexual assault
Group 3:20 who had committed property offences, including theft and burglary
2.3 Gudjohnsson and Bownes- the attribution of blame and type of crime committed: findings
- those who had committed sexual offences showed the most remorse followed by violent acts
- very little different between mental element
- external attribution highest score in violent offenders and Lowest in sex offenders
- English and Ireland consistent except Irish showed lower mental element, lower guilt and higher external attribution in scores
3.1-Raine-understanding the development of anti-social and aggressive behaviour in children: Aim
To take a multi-factorial approach to understanding anti-social behaviour in children with a biological focus
3.1-Raine-understanding the development of anti-social and aggressive behaviour in children: Method
A review article
3.1-Raine-understanding the development of anti-social and aggressive behaviour in children: procedure
To review and summarise the findings from a selection of articles covering neauropsychological, naurological and brain imaging studies and report the findings as they relate to antisocial behaviour through a child’s development
3.1-Raine-understanding the development of anti-social and aggressive behaviour in children: results
He believes low resting heart rate is a good predictor of an individual who will seek excitement to raise their arousal Level, creating a fearless temperament
In addition there is new research suggesting that adolescent brain is still forming its final connections in the pre-frontal loves right up to the early 20’s, activity in the pre-frontal lives has been shown to be lower in impulsive and individuals who are likely to be antisocial
Birth complications, poor parenting with physical anger and malnutrition, smoking and drinking during pregnancy all add to risk
3.1-Raine-understanding the development of anti-social and aggressive behaviour in children: conclusion
Early intervention and prevention may be an effective way of reversing biological deficits that predispose to antisocial and aggressive behaviour
3.2- Brunner et al- a study of violence in a family with genetic abnormality: Aim
Brunner and his colleagues wanted to explain the behaviour of a large family in the Netherlands where the males are affected by a syndrome of borderline mental retardation and abnormal violent behaviour such as: impulsive aggression, arson, attempted rape and exhibitionism
3.2- Brunner et al- a study of violence in a family with genetic abnormality: participants
5 affected (with manual retardation) makes from one family
3.2- Brunner et al- a study of violence in a family with genetic abnormality: Method
Data was collected from analysis of urine samples over a 24-hour period
3.2- Brunner et al- a study of violence in a family with genetic abnormality: results
The tests showed disturbed monoamine metabolism associated with a deficit of the enzyme MAOA. In each of the five makes a point mutation was identifies in the X chromosome of the gene responsible for production of MAOA
3.2- Brunner et al- a study of violence in a family with genetic abnormality: conclusion
MAOA is involved in serotonin metabolism. The defect in the gem leading to impaired serotonin metabolism is likely to be responsible for the mental retardation in the fam. Brunner concluded that the MAOA deficiency in the family accounted for their inability to regulate their aggression, however not all the men affected by violent behaviour but had mental retardation and can’t be generalised due to rare condition
3.3 Daly and Wilson- investigation of gender related life expectancy: Aim
To find out if homicide rates would vary as a function of local life expectancy in Chicago, a city divided into 77 longstanding community areas or neighbourhoods with relatively stable boundaries and social and economic characteristics
3.3 Daly and Wilson- investigation of gender related life expectancy: methodology
A correlational study using survey data from police records, school records and local demographic records collected by population census
3.3 Daly and Wilson- investigation of gender related life expectancy: procedure
The study examined local communities in Chicago which had lower than average male life expectancies, varying from 54 to 77 years old and plotted various correlations between the data collected.
3.3 Daly and Wilson- investigation of gender related life expectancy: results
Life expectancy proved to be the best predictor of neighbourhood-specific homicide rates, which ranged from 1.3-156 homicides per 100,000 persons per annum. Men in poor neighbourhoods discounted future and expected to live shorter lives thus risk taker for short term rewards
-absenteeism with school negatively correlated with life expectancy
-parents are unwilling to invest in their child’s education by enforcing attendance because they are also operating on a short time horizon
Unequal distribution of wealth and resources in society, engaging in reckless behaviour and violent tactics become more attractive.
