Week 2

Question 1

Also called Developmental and life-course criminology(DLC)

Which are the developmental theories of offending?

Answer 1

Adolescence-limited/life-course-persistent theory (Moffitt)
Developmental propensity theory
Interactional theory
Age-graded informal social control theory

Question 2

Developmental and Life-Course Criminology

What is the focus of DLC?

Answer 2

• understanding development of offending and antisocial behaviour in the lifespan
• Understanding the influec of risks and protective factors on offending at different ages
• Effects of life events on development

Question 3

Developmental and Life-Course Criminology (DLC)

What is the aim and focus of DLC?

Answer 3

To explain within-individual changes in offending over time

ex.risks factors that contributes to offedning

• different form traditional criminological theroies that emphasize between-individual differences
• 1990 more prominance of this area and started longitudinal studies

Question 4

Age-crime curve - describe

Answer 4

• Avarage age of when crime picks  picks between 15-20 years old of age
• Huge descrepancy btw male and females
• Descrease around of age of 25 it is sort of expected
• Small percentage of people that offend across the ages

Question 5

What are the two qualitatively different categories of antisocial people according to Moffitt?

Answer 5

• Adolescence-limited offenders (ALs)
  Start offending in adolescence (around 13 yo and then they give up at 25)
• Life-course-persistent offenders (LCPs)
  They carry on offending

Question 6

What does the Moffitt theory focuses on?

Answer 6

Development of offenders
not why offenders are committed

Question 7

WHat are the characteristics of Adolescence-Limited Offenders?

Answer 7

Engage in “rebellious” non-violent offences during a short criminal career, primarily in teenage years.

Offending is influenced by the “maturity gap” and peer pressure (especially from Life-Course Persistent Offenders - LCPs).

Criminal actions are based on rational decision-making, weighing costs and benefits.

Offending behavior is driven by teenage boredom, with a natural desistance as they age into adult roles.

Question 8

What are the characteristics of life-course persistent offenders?

Answer 8

Engage in a wide range of offences, including violent acts, starting early in life and continuing beyond their 20s.

Offending is influenced by genetic and biological factors, poor parenting, disrupted families, and low socio-economic status (SES).

Exhibit well-learned or “automatic” antisocial behavioral responses when presented with criminal opportunities.

Motivated by utilitarian goals and committed to an ongoing antisocial lifestyle.

Question 9

Individual-based risks for Childhood-Onset (LCP starts in childhood and they persist) / Life-Course Persistent

Answer 9

• Neurocognitive deficits (low verbal IQ, executive function deficits)-problem with decision making
• Under-controlled temperament
• Hyperactivity
• Neurodevelopmental disorder
• Individual risks (e.g., poor executive functions) amplified by social disadvantage, poor parenting, poor monitoring
• Follows a transactional model (environmental variable interact with neurodevelopmental variables)

Question 10

Individually-based risks for AL

Answer 10

• Individually-based risks are less prominent
• An exaggerated form of ‘normal’ rebelliousness
• Influence of deviant peers
• Adolescent ‘maturity gap’
• Driven by social modeling of antisocial peers
• No significant role for neuropsychology or individual characteristics

Question 11

What is the DSM-5 distinction between childhood-onset and adolescence-onset forms of CD

Answer 11

• Age 10 as the cut-off

Question 12

how The Dunedin Multidisciplinary Health and Development Study supports Moffitt’s theory?

Answer 12

different btw the two graphs is that for certain factors, the male in their childhood on the LCP scored much higher than the males on the AL

Data seems to support that seems a neurodevelopme

Question 13

What can be taken away from the different studies to test Moffitt’s theory?

Answer 13

Sometimes people they don’t classify into these two groups of the Moffitt theory  third group which are childhood limited (started early and then they stopped)

• Misconception: ‘Adolescence-limited’ CD is not truly limited to adolescence DATA SHOWS THIS
• Many ‘adolescence-onset’ (AO) men continue engaging in criminal behavior and experience mental health issues into their late 20s and early 30s

Question 14

What is the focus of Developmental propensity theory (Lahey & Waldman, 2005)?

Answer 14

• Emphasis on childhood and adolescence
• Excludes adult life events or desistance from discussion

Question 15

What is the key constructor of Developmental Propensity Theory?

Answer 15

• Antisocial propensity: a tendency that persists over time
• Viewed as a continuum of developmental trajectories rather than fixed categories (like moffitt)
• Exhibits various behavioral manifestations

Question 16

Developmental propensity theory

what are the four contributing factors to conduct disorder?

Answer 16

• Low cognitive ability
• Prosociality- reactive with aggressive behaviour instead of prosocially
• Daring
• Negative emotionality- more impulsive

emphasis on Gene-Environment Interactions

They say that these factors have a genetic basis

Question 17

What is the main concept of Interactional Theory (Thornberry & Krohn, 2005)?

Answer 17

They want to examin the factors thta encourage antisocial behaviour at different ages
The empahsis is on reciprocal causation among factors (enviromantal & biological)

Question 18

based on ages(4)

What the factors affencting the onset of antisocial behaviour according to the interactional theory?

Answer 18

• Up to Age 6: Neuropsychological deficits, parenting deficits, structural adversity
• Ages 6–12: Neighborhood and family factors
• Ages 12–18: School and peer factors, deviant opportunities, deviant social networks
• Ages 18–25: Cognitive deficits, poor school performance

Question 19

how is desistance achievable acconrding to the interactional theory?

Answer 19

• Changing social influences (e.g., increasing family bonding)
• Protective factors: High intelligence and school success
• Intervention programs

Question 20

What is the main focus of Age-Graded Informal Social Control Theory (Sampson & Laub, 2005)?

Answer 20

• Emphasizes why people do not offend rather than why they do

Question 21

what is the key construction according to Age-graded informal social control? why?

Answer 21

BONDING to society
and
because it produces social control and prevent from crime

Question 22

what does Age-graded informal social control focuses on?

Answer 22

• emphasis on changes over time rather than consistency
• importance of later life events
• indirect effect: structural background and individual differences

Question 23

What is the aim of psychological theories of offending?

Answer 23

to explore factors contributing to criminal behaviours

Question 24

What are the main 4 factors that contribute to offending behaviour according to the psychological theories?

Answer 24

Psychological and individual differences (family facotrs, impulsiveness, personality traits, intelligence)
Biological factors (genetics, neurobiology)
Social facotrs (peer influence, school, community)
Situational factors (immediate circumstances, economic factors)

Question 25

What is the aim of social informassion-processing theory

Answer 25

* Explain aggression and delinquent behavior. * Examine individual differences in aggressive responses to specific situations.

Question 26

Why Crick and Dodge (1994) were really influential for the Social information-processing theory?

Answer 26

* Study how individuals perceive their social world. * Analyze how individuals process information about their social environment. * Investigate the impact of previous experiences on these cognitive processes. ## Footnote Perceive Process Influence by past exp

Question 27

What is the six step model of Crick & Dodge (1994)?

Answer 27

* Encode social cues * Interpret and mentally represent situation * Clarify goals/outcomes * Access/construct responses * Choose response * Perform response

Question 28

how is the six-step model for Antisocial/Aggressive Individuals?

Answer 28

Steps 1 & 2: Encoding and Interpreting Social Cues: * Encounter difficulties in encoding and interpreting social cues. * Tend to create inaccurate representations of situations. * Frequently adopt a hostile attributional style, leading to the misinterpretation of situations as hostile. * Rely heavily on internal schemas, often with aggressive content. * Attribute greater blame to external factors. Steps 3 & 4: Dominance and Revenge-Based Goals: * Prioritize dominance and revenge-based goals over prosocial objectives. * Exhibit a limited repertoire of responses in social interactions. Step 5: * Tend to evaluate and rate aggressive responses more positively than prosocial alternatives. * Perceive aggressive responses as more effective in achieving their goals. Step 6: * When aggressive responses are perceived as successful, they are reinforced. Impact of Multiple Steps: * The more steps at which individuals exhibit problems, the higher the likelihood of engaging in aggressive and antisocial behavior

Question 29

What is attachment?

Answer 29

It's a process in which an infant is bialogically inclined to maintain close contact with their caregiver

Question 30

Why the study of attachment is important and why it can help understand criminality?

Answer 30

Early attachment plays a crucial role in the development and well-being. It forms the basis for future relationship and emotional health - consequences of separation could be link to higer risk of criminal behaviour

Question 31

What are the main four psychological theories?

Answer 31

1. personality theory, (Eysenck, 1996) 2. Social learning theory, (Patterson, 1982) 3. lifestyle theory, (Walters, 2006) 4. Integrated cognitive antisocial potential theory, (Farrington, 2005)

Question 32

# Trauma theories, Life-course theories, Selection theories What are the different perspectives on attachment and criminal behaviour

Answer 32

Trauma theoris: loss of a parent can impact the emotional development and potentially leading to. delinquent behaviour Life-course: cumulative effects of multiple stressors could contribute to delinquency Selection theories: pre-existing differences in risks factors coming from distrupted families (different to intact families)

Question 33

Personality theory (Eysenck, 1996). what influences behaviour? How Eysenck view offending and how it is link to personality traits?

Answer 33

according to psychology, behaviour is influenced by individual traits and evironmental factors - impulsiveness plays a crucial role in offending Eysenck viewed offending as a rational behaviour- they seek pleasure and avoid pain * Eysenck's theory linked personality dimensions (Extraversion, Neuroticism, Psychoticism) to offending. related to psychopathy - lack of concerns for others and impulsivity (poor impulse control)

Question 34

what is the basic principle of the social learning theory? (Patterson, 1982)

Answer 34

Actions followed by rewards are more likely to be repeated, while actions followed by punishments are less likely to be repeated.

Question 35

what contributes to the development of antisocial behaviour according to Social Learning Theory (Patterson, 1982)?

Answer 35

Children raised in coercive families often learn to use coercive behaviors to solve problems or achieve their goals. Predictors of Offending: * Poor parental supervision has been linked to offending * Harsh parental discipline is associated with delinquency A rejecting parental attitude has also been linked to delinquent behavior

Question 36

What is the aim of the lifestyle theory (Walters, 2006)?

Answer 36

* The primary aim is to understand the development of a criminal lifestyle and the subsequent processes of desistance (ending criminal behavior).

Question 37

According to the lifestyle theory what are the four principal feature of criminal lifestyle?

Answer 37

social rule-breaking irresponsability self-indulgence interpersonal intrusiveness

Question 38

what is the central construct of Integrated Cognitive Antisocial Potential Theory (Farrington, 2005)?

Answer 38

Antisocial Potential (AP), representing the inclination to engage in antisocial acts.

Question 39

# Integrated Cognitive Antisocial Potential Theory (Farrington, 2005) is the difference between long term AP and short term AP?

Answer 39

Long term: * Impulsiveness: Tendency to act without considering consequences. * Life events: Events like marriage or relocation can impact AP. * Modeling: Exposure to antisocial role models. * Socialization: Quality of attachment to prosocial parents and peers. Short-term AP varies due to situational factors, such as boredom or peer influence.

Question 40

# childhood What are the main factors that influence AP

Answer 40

Childhood risk factors significantly predict long-term AP: * Hyperactivity-impulsivity and attention deficits. * Low intelligence and poor school attainment. * Family criminality, poverty, and large family size. * Disrupted families (broken homes) impacting socialization.

Question 41

What are the main desires of long term AP?

Answer 41

Long-term AP is energized by desires for: * Material goods. * Status among peers. * Excitement and sexual satisfaction. Antisocial methods are chosen by individuals facing difficulties in satisfying their needs legitimately, such as those with low income or low educational attainment.

Question 42

According to ICAP theory it is important the cognitive processes behind the decision making, why?

Answer 42

Committing a crime depend on cognitive processes * Weighing subjective benefits, costs, and probabilities. * Evaluating immediate situational factors, like the likelihood of getting caught by the police. * Considering social factors, including potential disapproval or encouragement from peers and family. * The consequences of criminal behavior can modify long-term AP and future cognitive decision-making processes, especially if consequences are reinforcing (e.g., gaining material goods) or punishing (e.g., legal sanctions). * Low AP individuals refrain from criminal acts even when rational incentives exist, while high short-term AP can lead to irrational criminal behavior (e.g., driven by anger or intoxication).