Offender Typologies Flashcards

Question

What are some statements from sex-offenders that coincide with the cognitive factors according to social learning model?

Answer 1

1. Justifying wrongful act It was sex education My offence occurred as a result of my wife's lack of understanding, my drinking, my drug use But I never had intercourse with the child... I was only fooling around 2. Misperceiving consequences The child didn't suffer I don't care 3. Devaluing and attributing blame to victim She was a whore anyway Most women want to be raped

Answer 2

- Children as sexual beings - Entitlement - Nature of harm - Dangerous world - Uncontrollable

Answer 3

``` Not to change an individual's sexuality Not to brainwash Not to cure Understanding Prevention Risk assessment and risk management Analyse the nature of behaviour Modify practice and strategies for working with these offenders ```

Answer 4

Positive psychology approach Move away from looking at 'risk factors' in offender rehab Focus on criminogenic needs of offender and how the offender changes behaviour to meet human needs Treatment focuses on promoting good lives alongside minimising harm and risk Promote strengths, abilities, preferences, interests, concerns, values Human beings naturally disposed to seek primary human goods Goods are intrinsically valuable in themselves Involve fulfilment of human potentialities and increase in state of well-being Treatment - give people necessary capabilities to live more fulfilling lives rather than just reduce risk factors or focus on psychological deficits

Answer 5

Usually involves any behaviour (physical, verbal) that has the goal of harming another living being that is motivated to avoid such behaviour. Intended to exclude accidents, massochism

Answer 6

826,000. However, sometimes victimisation is repeated and part of a process rather than a single episode (domestic abuse)

Answer 7

No. What about violence committed in the context of drugs or alcohol? Gang membership? Intimate relationships? Ill-treatment of young children? Paranoid psychosis? Dementia? Psychopathy? Terrorism? Mugging?

Answer 8

Hostile aggression is regarded as a reaction, typically involving anger to events seen as provocative or threatening. Instrumental aggression is regarded as a means to an end, more likely to be described as cold-blooded. Some episodes appear to show elements of both instrumental and reactive! Can involve multiple factors and motives. More useful to think about impulsive and premeditated.

Answer 9

There is a substantial degree of stability (trait) in aggressiveness over time (individuals who tend to be most aggressive at age 8 are likely to show same pattern at age 18) But not even these people are aggressive all the time, in every situation We have to account for why people are aggressive at some times but not others, why are some people more aggressive than others.

Answer 10

Observational learning - seeing the behaviour of others, especially significant models Enactive learning - performing a behaviour and experiencing consequences Individual builds knowledge, expectations and evaluations of different styles and their effects Behaviour that gets results is more likely to be repeated. Draws attention to examples of aggression within family, neighbourhood or memory What gets results is individuals specific social environment

Answer 11

Aggression arises primarily from how people make sense of their social world. Making sense becomes organised into knowledge structures (schemas) that include: memories beliefs Schemas become strengthened through use; this makes them more likely to be used, across wide range of situations. They become automatic

Answer 12

Well-used/rehearsed knowledge structures, resistant to change Influence even when not fully activated, hostile view of peoples actions, see self as victim Rehearsal in fantasy Bias to negative interpretations of others, events, negative arousal. Confrontation more likely Negative arousal (anger) can exacerbate impulsivity, reliance on biases and lack of consideration of alternative interpretations, consequences, other peoples view or feelings. Emphasises importance of situational factors converging with personal factors in episodes of aggressive behaviour.

Answer 13

Anything but secure can affect them.

Answer 14

Central issue of respect. The norm is to retaliate, violent initiation rituals Also in cultures of honour Same with prison

Answer 15

The lives of homicide offenders tend to be characterised by chronically high levels of stress (Humphrey & Palmer, 1987) compared to non-violent offenders Stress is clearly contributory factor Stress implicated in intimate partner violence (Lila et al 2013)

Answer 16

Individuals are affected and often altered by negative things that happen to them (e.g. break up, loss of job) Personal sensitivities to certain kind of events (break up to some one with anxious attachment style) Threat to or loss of roles, identity, self Narrowing of thinking understress to core negative themes, rehearsed by negative events or circumstances more likely, including loss of social support Individuals sometimes contribute to negative events that befall them anyway (bad temper can get a person sacked from a job) SO! Above can impact on person's knowledge, beliefs, sense of self and hence increase the likelihood of aggression. An area that needs much more research.

Answer 17

Modern adults create an internalised life story or myth, in order to provide lives with unity and purpose and meaning. A story with characters and themes and a plot. Acts to shape future behaviour. Roles include: victim, revenger, professional

Answer 18

Yes. Unstable self-esteem - individual pre occupied with and sensitive to events seen as relevant to feelings of self worth. Unstable self-esteem associated with anger and aggression (Kernis, 1989) and greater reactivity to events. Kernis et al (2000) self esteem likely to be unstable when parents were critical, controlled through guilt or withdrawal or love.

Answer 19

At the core of many anger management programmes is Novaco's (1975) model of anger. External events - frustration, annoyance, insult, assault leads to... Cognitive Processes - appraisal, inner speech leads to... ANGER: arousal and cognitive labelling leads to... Behavioural reaction - verbal and physical antagonism, passive aggression, withdrawal, avoidance

Answer 20

CBT- mainstream but effectiveness is inconsistent (Hough, 2010) Therapeutic communities - resource intensive, highly selective Good Lives Model - research evidence difficult to interpret

Answer 21

Need to pay more attention to contextual/relationship factors, e.g. in prison/hospital to encourage exploration of new perspectives Must focus on developing stable sense of self Need to understand how people can change

Answer 22

(Goldstein & Glick, 1987), perhaps the most widely available programme for generally violent offenders. Argues that aggressive acts derive from multiple causes. Proposed that internal influences on an individual's aggressive behaviour can be traced to three factors: 1. a general short fall in personal, interpersonal and social-cognitive skills. 2. overuse of aggressive and impulsive behaviours coupled with a low-level of anger control. 3. immature, egocentric concrete style of moral reasoning. ART programme aims to tackle these three factors. Draws on social learning theory to encourage social skills. Developed through role play, discussion and performance feedback.

Offender Typologies Flashcards

(46 cards)