 What stage are most offenders said to be functioning at?

 Linked to what types of crime?

 What are symptoms of it?

Exam 2 Study Guide Chapter 7: Psychological Theories ∙ Underlying premise of all these approaches – crime is caused by maladaptive  coping and development, personality disorders, or thinking errors ∙ Personality Theories o Eysenck’s Theory  People high in these traits said to commit crime:   Psychoticism   Neuroticism   Extroversion    CondWe also discuss several other topics like palmer raids definition us history
If you want to learn more check out what was the transforming agent in griffith experiment
We also discuss several other topics like caboceer
Don't forget about the age old question of ecu school psychology
We also discuss several other topics like miterm
If you want to learn more check out uwm criminal justice
itioning – developing a conscience, learned through  parents, extroverts harder to condition  o Psychopathy/Antisocial Personality Disorder  What are symptoms of it? (e.g. inability to empathize)  Linked to what types of crime? ∙ Serial killing, rape, brutal killings, scammers ∙ High rate offending  Possible causes ∙ Genetic, trauma in childhood ∙ Maladaptive Theories o Freud’s Psychoanalysis   Id – impulsivity, base desires   Ego – mediator between   Superego – conscience  When is each developed?  Crime caused by under-development of? o Kohlberg’s Morality   Preconventional – don’t commit crime because?  Conventional – don’t commit crime because?   Post conventional – don’t commit crime because?  When is each developed?  What stage are most offenders said to be functioning at? o Neuroses  Compulsions & fear – irrational, aware of it   Kleptomania & pyromania o Psychoses  Hallucinations, paranoia, confusion – unaware of it  Mental disorders associated with psychoses  Prison studies & link with crime, violence ∙ Cognitive Theories o Maladaptive perceptions; “thinking errors”  o Perception  o Judgment  o Execution ∙ Behavioral Theories  o Operant Conditioning   Reinforcement – will repeat behavior   Punishment – will not repeat behavior  o Modeling  Bobo doll experiments, cycle of violence ∙ Research/evaluations of psychological theories o Which have we found support for?  o Which theories have criticisms (what criticisms)? ∙ Policies based on psychological theories: o Cognitive behavioral therapy programs o Token-economies o Risk-screening tools for probation/paroleChapter 8: Structural Theories ∙ Underlying premise of these approaches: crime is/caused by inequality,  normlessness d/t changes in society o “Crime is an acquired pattern of behavior – people are a product of  their environment and the conditions that limit and impose upon their  opportunities, experiences, and choices” ∙ Social Disorganization Theories – crime varies across neighborhoods o Key terms to know:  Residential mobility – what, what does it do to a neighborhood?  Concentrated disadvantage – what?  Social disorganization – what, what causes it? o Park & Burgess’s Ecological Model  Succession & invasion -> new groups move in, older groups  move out   Concentric Zone Theory ∙ What is each zone like? (housing, etc.) ∙ Which zone is associated with crime? ∙ Demoralization, mobility, disorder o Shaw & McKay’s Social Disorganization Theory  Juveniles & crime – stable patterns in neighborhoods  Cultural transmission of values, tools  Key structural factors that are associated with delinquency rates across neighborhoods: ∙ Low SES, Ethnic Heterogeneity, Residential Instability,  Family Disruption, Urbanization ∙ Old housing stock, neighborhoods in transition o Sampson & Grove’s Social Disorganization Theory  Structural factors (e.g. residential instability) lead to:   ∙     Low Ties  ∙     Unsupervised Teens ∙     Low Organizational Participation o Wilson’s Concentrated Disadvantage Theory  Concentrated Disadvantage & Social Isolation (what?)  Caused by: deindustrialization, white flight, depopulation of  cities  Emphasized chronic joblessness & suburbanization  Think about how these factors influence access to jobs,  condition of neighborhoods, crime rates in cities, etc. o Sampson’s Collective Efficacy Theory  Same ideas of S&G/S&McK on structural factors, but:  Collective Efficacy (what?) ∙ Trust your neighbors ∙ Informal social control   Social Capital (what?) o Pros and cons of these theories:  Pros: Research supports CE/SD & Wilson’s CD, explains crime  rates varying  Cons: Ignores M-C, W-C crime, temporal order, police response & crime rate o Policies based on SD  Weed & Seed  War on Poverty (address inequalities in access to education,  jobs, etc.)  Community Building Programs (e.g. Safe & Sound)  Chicago Area Project ∙ Strain Theories (Merton & IAT = macro, Agnew = individual-level) o Macro= crime occurs because of the imbalance between values and means o Micro=crime occurs because people experience things that  lead to frustration o Merton’s Strain Theory Goals (success) & means (work hard) – imbalance, unequal  access to means   Anomie; Blocked Opportunity  5 modes of Adaptation:   ∙     Conformity  ∙     Ritualism  ∙     Retreatism  ∙     Innovation  ∙     Rebellion ∙ Know what each means regarding whether people reject  goals, means, both, neither ∙ Think of examples of what it would look like o Messner & Rosenfeld’s Institutional Anomie Theory  Crime varies across nations d/t/ the imbalance of institutions ∙ Crime & the American Dream = value money/success ∙ Economy dominates all other institutions ∙ Devaluation, penetration and accommodation of economy into other institutions o Examples: Devaluing stay-at-home parents  compared to working parents, using “cost/benefit”  and “accountability” of schools = penetration,  schooling to produce a “good worker” =  accommodation  o Agnew’s General Strain Theory  Crime happens when people experience frustration/anger  3 sources of strain  ∙     Removal Positive  ∙     Presentation Negative  ∙     Fail to Achieve Goals (Blocked Opportunities) ∙    Know examples of what each look like  Compounding & perceived unfair/unjusto Pros and Cons of strain theories  Merton: ∙ Pro=explains working-class crime ∙ Cons=research mixed, not M-C/affluent crime ∙ Kornhauser’s critique  IAT: ∙ Pro=research supports, across all classes (include. W-C  crime) ∙ Cons=largely financial-based motives for crime  Agnew: ∙ Pro=some research supports, across all classes, individual differences in coping ∙ Cons=broadness, mixed findings o Policies based on Strain  Head Start (Merton’s issues with unequal access)  Social safety nets (IAT – fix imbalance) ∙ Subcultural Theories – where there are subcultures opposed to M-C  society, crime occurs o Merton-style = subcultures emerge because of inequality and  strain, way to adapt o Sellin-style= there are different cultures in society, all are in  conflict, but M-C culture dominates what is defined as law o Definition of subculture o Cloward & Olin’s Differential Opportunity Theory  Strain-based theory   Differential Opportunity in access to legitimate & illegitimate  means for success  3 Types of Subcultures: (crime is purposeful)  ∙     Criminal Gangs o Opportunities? o Crime = what purpose?o What types of crime?  ∙     Conflict Gangs o Opportunities? o Crime = what purpose? o What types of crime?  ∙     Retreatism Gangs o Opportunities? o Crime=what purpose? o What types of crime? o Cohen’s Subcultural Theory  Strain-based   Middle-class Measuring Rod – what is it? Leads to reaction  formation   Reaction Formation - what is it? (crime is purposeless)  3 Boys:  ∙ College Boy ∙ Corner Boy  ∙     Delinquent Boy o Anderson’s Code of the Streets Theory  Strain-based  Decent Folks & Street Folks (how socialize youth)  Code of the Street – nerve & juice (what value, how show?)  Socialization in youth into code -> watching siblings, play fighting, etc. o Wolfgan & Ferratuci’s Subculture of Violence Theory  Culture-conflict based  Violence as pervasive in people’s lives  Violence as normal, appreciated, expected   Southern Honor Code o Miller’s Focal Concerns Theory Culture-conflict based ∙ Distinct lower-class culture   5 Focal Concerns – Lower-class subculture values:  ∙     Trouble  ∙     Toughness  ∙     Smartness  ∙     Excitement  ∙     Luck  ∙     Autonomy o Pros & cons of subcultural theories  C&O: ∙ Cons- Hirschi’s critique, gang behavior is versatile, some  is purposeless  Cohen: ∙ Pro- do see link between school performance &  delinquency ∙ Cons-some gang behavior is purposeful  W&F:  ∙ Cons-no major differences across race/class on attitudes  toward violence  Miller: ∙ Cons-values are more at individual-level, no class  differences  In general – focuses on low SES crime, ignores M-C & W-C crime o Policies based on subcultural theories:  Fixing Strain/Access ∙ Moving to Opportunity ∙ House of Umoja  School-Readiness Programs ∙ Head Start∙ Mobilization for Youth  Project Ceasefire & the Interrupters ∙ Reducing conflict Chapter 9: Social Process Theories ∙ Underlying premise of all these approaches? Crime is normal, everyone has  the potential to commit crime. Crime occurs d/t bonds, learning, or labeling. o Who/what are agents of socialization? ∙ Social Learning Theories o Sutherland’s Differential Association Theory  What kinds of things are learned related to crime?   Differential Association ∙ Vary in:  o Frequency o Duration o Priority o Intensity ∙ Know what each means (i.e. frequency = number days  spend with a group) ∙ Some groups prosocial, others antisocial -> whichever  group is “most important” based on F, D, P, I = which  influences you o Burgess & Aker’s Social Learning Theory  Differential Association  Differential Reinforcement ∙ Direct reinforcement – what is it? ∙ Indirect reinforcement – what is it? ∙ Reinforcement can be monetary, status, respect, fear, a  “high”   Modeling & Imitationo Glaser’s Differential Identification Theory  Reference Groups- differential identification with groups ∙ ID= want to be like, respect, admire most o Pros and Cons of Learning Theories:  Pros-explain across classes, types of crime (good scope),  incorporates psychological theories  Cons- people who “don't fit” the model (i.e. people with a lot of  exposure to deviant groups who don’t commit crime, those  without exposure to deviant groups who do commit crime),  opportunity ignored, crime without reinforcement o Policies based on learning theory:  Mentoring programs ∙ Social Control Theories o Crime = natural impulse, people don’t commit crime because of  constraints (internal or external) o Reckless’s Containment Theory  Pushes – e.g. biology, strain  Pulls – e.g. reinforcement   Internal and External Social Containments (blocks push/pull  factors)  ∙     Internal – what are they? Examples?  ∙     External – what are they? Examples? ∙    Internal = stronger influence o Hirschi’s Social Bond Theory  Low social bonds = crime  Bonds important: family, school, peers (assumes all prosocial)   Attachments   Commitment   Involvement   Belief o Gottfredson and Hirschi’s General Theory of Crime Cause of crime = low self-control  Cause of low self-control = poor parenting  Traits of people with low-self control ∙ Impulsive, physical, risk-takers, short-sighted, non-verbal  High rate, chronic offending & analogous behavior o Matza’s Drift Theory  People drift in and out of crime – when experience strain or  “gap” in bonds   Techniques of Neutralization ∙ Why? Maintain positive self-concept ∙ Denial of Responsibility ∙ Denial of Victim ∙ Denial of Injury ∙ Condemning the Condemner ∙ Appeal to a Higher Loyalty o Research/evaluations of control theories  For each – do we find support? What are the criticisms of each?  (e.g. self-control that it’s tautological) o Policies based on control theories  Bolstering bonds to family/school ∙ Head Start ∙ Parenting Classes ∙ Birth-to-3 Programs  Increasing involvement in school ∙ Afterschool programs ∙ Labeling Theories  o Crime is a result of being labeled as a criminal/delinquent/bad person – people internalize this and live up to their label o Tannenbaum’s Theory (adults label some kids as bad) Adults respond to kids’ actions  Defining the Situation ∙ “good kids, bad decision”  Defining the Person ∙ “bad kids”  Defined as bad = internalize, see self as bad, engage in crime o Becker’s Theory (the system is responsible for labels and perpetuates  inequality)   Moral Entrepreneurs – ability to make laws and label/sanction  people (CJS)  Introduces conflict -> laws reflect elite interests, enforcing law  Break law, arrested, convicted, sentenced = labelled as  criminal/felon etc. ∙ Young, males, unemployed, lower class, minority groups ∙ Others less likely labeled  Continued crime d/t label o LeMert’s Theory (the “how” of labeling)   Primary Deviance – first offense, original act, motivation, etc. ∙    Selective labeling of some  ∙     Stigmatization – labelling person & seen as outcast,  different, Other  ∙     Deviance Amplification - seriousness of original act  inflated, get a reputation as “terrible”   Secondary Deviance - accept & internalize label, subsequent  offending o Criticisms of labeling:  Many don’t view self/accept label  Focuses on small crime  Ignores primary deviance o Policies based on labeling theories:  Redintegrative shaming Restorative Justice  Decriminalization  Diversion Programs