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Theories > PSYCHOLOGICAL THEORIES IN CRIME CAUSATION > Flashcards

PSYCHOLOGICAL THEORIES IN CRIME CAUSATION Flashcards

1
Q

Analyze the environmental, antecedents consequences to explain human behavior. All behaviors are learned through conditioning.

A

Behavioral Theory

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2
Q

concentrate on the impact of individual and family factors on offending. to explain the progression of offending from childhood to adulthood. emphasis of such theories is on continuity rather than discontinuity from childhood to adulthood. antisocial behavior.

A

Psychological Theories

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3
Q

contend that environmental cues influence our behavior.

A

Behaviorist

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4
Q

Observable behavior should be studied scientifically and that mental states and cognitive processes do not contribute to behavioral understanding.

A

Methodological Behaviorism

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5
Q

Based on the idea that behavior can be understood by looking at one’s past and present environment.

A

Radical Behaviorism

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6
Q

Key Concepts and Principles of the Behavioral Theory.

A

1.Operant Conditioning
2.Reinforcement and Punishment
3.Modelling and Imitation
4.Criminal Socialization
5.Environmental Factors
6.Routine Activities Theory

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7
Q

This is a fundamental concept in behavioral theory. It suggests that individuals learn to behave in certain ways based on the consequences of their actions. If a behavior is followed by a positive outcome (reinforcement), it is more likely to be repeated, Conversely, if it leads to negative consequences (punishment), it is less likely to be repeated. In the context of crime, this theory posits that criminal behavior is learned and reinforced based on its consequences.

A

Operant Conditioning

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8
Q

Behavioral theorists argue that criminal behavior can be reinforced or punished in various ways. Reinforcement can be positive (reward-based) or negative (the removal of something aversive), while punishment can also be positive (the application of something aversive) or negative (the removal of something desired). For example, if someone engages in theft and gains monetary rewards, this positive reinforcement may encourage them to commit theft again.

A

Reinforcement and Punishment

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9
Q

Individuals may observe and imitate the behaviors of others, especially when they see that these behaviors lead to desirable outcomes.

A

Modeling and Imitation

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10
Q

This concept relates to how individuals become socialized into criminal subcultures or groups where criminal behavior is the norm.

A

Criminal Socialization

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11
Q

Shaping criminal behavior. Factors like neighborhood conditions, access to criminal opportunities, and the presence of law enforcement.

A

Environmental Factors

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12
Q

Focuses on how individuals engage in criminal activities when their routine activities intersect with motivated offenders and suitable targets in the absence of capable guardianship.

A

Routine Activities Theory

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13
Q

According to the theory, learning happens through imitation, modelling, and observation and is influenced by things like attention, motivation, attitudes, and emotions.

A

Social Learning theory

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14
Q

Components and Principles of Social Learning theory.

A

1.Observational Learning
2.Imitation
3.Modeling
4.Reinforcement
5.Self Efficacy
6.Reciprocal Determinism

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15
Q

Individuals learn by observing the behavior of others. This can occur in various settings, including in person, through media, or even through stories.

A

Observational Learning

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16
Q

After observing a behavior, individuals may choose to imitate or reproduce it if they believe it will lead to favorable outcomes.

A

Imitation

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17
Q

The individuals being observed and imitated are referred to as models. Models can be real people, characters in media, or even hypothetical figures.

A

Modeling

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18
Q

Positive reinforcement, such as rewards or praise, encourages individuals to repeat behaviors. Negative reinforcement, such as the avoidance of punishment, also influences behavior.

A

Reinforcement

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19
Q

Refers to an individual’s belief in their ability to perform a specific behavior successfully.

A

Self-Efficacy

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20
Q

Bandura identified two types of models.

A

1.Live Models ( Actual People )
2.symbolic Models ( Depictions of behaviors in media )

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21
Q

Behavior is influenced by a continuous interaction between personal factors (e.g., thoughts, feelings, self-concept), environmental factors (e.g., social influences, reinforcement), and the individual’s behavior itself.

A

Reciprocal Determinism

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22
Q

Personal factors like adverse early experiences, a lack of socialization, and unfinished cognitive development can lead to criminal behavior..

A

Cognitive Theory

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23
Q

Cognitive two opposing strategies for reducing crime.

A
  1. Altering the mindset and values of offenders.
  2. Eliminating the opportunities for crime through situational crime prevention.
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24
Q

Concepts and Principles of Cognitive Theory

A

1.Cognitive Distortion
2.Decision making processes
3.Cognitive Script
4.Rationalization
5.Moral Disengagement
6.Self Control
7.Criminal Thinking Style.

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25
Q

refer to Irrational or biased ways of thinking” that can lead individuals to perceive situations, themselves, and others inaccurately. Include “minimization,” where an Individual downplays the seriousness of their actions, and “attribution bias,” where they blame external factors for their behavior while taking credit for positive outcomes.

A

Cognitive Distortion

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26
Q

Highlights how individuals make decisions based on their cognitive processes. Factors such as risk assessment, cost-benefit analysis.

A

Decision making processes

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27
Q

internalized mental representations of how events are likely to unfold. In the context of crime, individuals might develop for specific criminal activities based on their experiences, observations, and media portrayals.

A

Cognitive script

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28
Q

Involves justifying one’s behavior with plausible-sounding reasons that often mask the underlying criminal intent.

A

Rationalization

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29
Q

This concept refers to the process through which individuals disconnect their actions from their moral values. They may utilize mechanisms such as diffusion of responsibility, euphemistic labeling, and minimizing consequences to avoid feeling guilt or shame for engaging in criminal behavior.

A

Moral Disengagement

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30
Q

Can lead individuals to succumb to impulsive and immediate gratification, resulting in criminal acts.

A

Self Control

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31
Q

Refers to the specific patterns of thought associated with criminal behavior. To exhibit cognitive patterns that align with criminal norms and values.

A

Criminal Thinking Styles

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32
Q

Is primarily concerned with seeking and maintaining justice.

A

Moral Development Theory

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33
Q

Features and Principles of Moral development Theory.

A
  1. Stages of Moral development
  2. The stages describe how individuals perceive and approach moral dilemmas.
    a. Pre Conventional level
    b. Conventional level
    c. Post Conventional level
    3.Criminal Behavior and Moral development
    4.Moral Dilemmas
    5.Cultural and Individual differences
    6.Gender and Moral Development
34
Q

Individuals progress as they develop their moral reasoning abilities.

A

Stages of Moral Development

35
Q

At this level, moral reasoning is based on self-interest and the avoidance of punishment.

A

Pre-Conventional Level

36
Q

In this level, individuals develop a sense of duty and conformity to social norms. Moral decisions are based on maintaining social order and gaining approval from others.

A

Conventional Level

37
Q

At this advanced level, individuals develop their own moral principles that may go beyond societal norms.

A

Post-Conventional Level

38
Q

Those in lower stages might engage in criminal activities driven by personal gain or fear of punishment.

A

Criminal Behavior and Moral Development

39
Q

Hypothetical situations that pose conflicting moral principles, to assess an individual’s stage of moral reasoning.

A

Moral Dilemmas

40
Q

Some cultures might prioritize communal values over individual rights, leading to variations in moral reasoning.

A

Cultural and Individual Differences

41
Q

Some studies suggest that women might exhibit more care-oriented moral reasoning, while men might show more justice-oriented moral reasoning.

A

Gender and Moral Development

42
Q

Several Mechanisms of Intergenerational Transmission Theory.

A
  1. Modeling
  2. Internalization
  3. Continuety of attachment pattern
  4. Direct Socialization
  5. Reacting to Early Experiences
43
Q

refers to the transfer of economic or social status across generations. This theory take place in a variety of ways, including the transmission of occupational status, educational attainment, earnings, and wealth.

A

Intergenerational Transmission Theory

44
Q

Children learn by observing and imitating the behaviors of their parents or caregivers.

A

Modeling

45
Q

Children internalize the values, beliefs, and emotional responses of their parents. These internalized schemas shape their perceptions of themselves, others, and relationships. For instance, if a child grows up feeling unloved or neglected due to inconsistent caregiving, they might struggle with self-esteem and emotional regulation as adults.

A

Internalization

46
Q

Individuals with a secure attachment style, characterized by trust and comfort in close relationships, are more likely to create secure attachments with their own children. Conversely, those with anxious or avoidant attachment styles might find it challenging to establish healthy emotional bonds with their own children.

A

Continuety of attachment patterns

47
Q

Parents often actively teach their children about relationships, communication, and social norms.

A

Direct Socialization

48
Q

This can lead to a shift in behaviors and attachment patterns in the next generation.

A

Reacting to Early Experiences

49
Q

According to Skinner’s operant conditioning theory; criminal behavior is acquired through a process of association with other criminals.

A

Differential Association Reinforcement Theory

50
Q

KEY COMPONENTS OF DIFFERENTIAL ASSOCIATION-REINFORCEMENT THEORY

A
  1. Differential Association
  2. Reinforcement
  3. Imitation and Modeling
  4. Self Regulation
  5. Differentiation between Different Behaviors
  6. Complex Interaction of Factors
51
Q

Emphasizes that individuals learn behaviors, values, attitudes, and norms through their interactions with significant others, such as family members, peers, friends, and media.

A

Differential Association

52
Q

The theory also Incorporates reinforcement mechanisms. Behavior is influenced by the consequences that follow it. Positive reinforcement involves receiving rewards or positive outcomes for certain behaviors, which increases the likelihood of those behaviors being repeated. Conversely, negative reinforcement involves avoiding negative outcomes or punishment by engaging in specific behaviors.

A

Reinforcement

53
Q

Individuals can learn behaviors by observing others and imitating their actions.

A

Imitation and Modeling

54
Q

Individuals engage in a process of evaluating their behaviors based on internalized norms, values, and expectations.

A

Self Regulation

55
Q

Individuals differentiate between various behaviors based on their learned associations and the reinforcement or punishment they have experienced.

A

Differential between Different Behaviors

56
Q

Behavior is influenced by a combination of individual factors, social context, reinforcement history, and cognitive processes.

A

Complex Interaction of Factors

57
Q

Is a psychological theory that tries to explain the long- term persistence of neurotic symptoms like anxiety.

A

Eysenck’s Conditioning Theory

58
Q

KEY COMPONENTS OF EYSENCK’S CONDITIONING THEORY

A
  1. Biological Basis of Personality
  2. Arousal Levels
  3. Neuroticism and Emotional Stability
  4. Psychoticism
  5. Conditioning and Learning
  6. Behavioralmanifestation
59
Q

Eysenck believed that personality traits have a biological foundation. He identified three primary dimensions of personality: extraversion/introversion, neuroticism/emotional stability, and psychoticism. These dimensions are thought to be influenced by genetic factors and the individual’s underlying physiological structure.

A

Biological Basis of Personality

60
Q

Extraverts have a lower baseline arousal and therefore seek out stimulating environments and activities to raise their arousal to an optimal level. Introverts, on the other hand, have a higher baseline arousal and are more sensitive to overstimulation, leading them to prefer quieter and less stimulating situations.

A

Arousal Levels

61
Q

Individuals with high neuroticism levels have a more reactive nervous system, leading to greater emotional reactivity and vulnerability to stressors. Those with low neuroticism levels have a more stable nervous system and are less prone to emotional fluctuations.

A

Neuroticism and Emotional Stability

62
Q

Refers to traits such as aggressiveness, impulsivity, and lack of empathy. Eysenck believed that psychoticism is related to an imbalance in brain neurotransmitters, particularly dopamine, which influences these aggressive and impulsive tendencies.

A

Psychoticism

63
Q

Explain how personality traits develop and are maintained. For example, an introverted person might develop a conditioned response of avoiding overly stimulating situations because such situations cause discomfort due to their higher baseline arousal.

A

Conditioning and Learning

64
Q

The interaction between an individual’s biological predispositions and their conditioning experiences results in observable behaviors and personality traits. For instance, an extraverted individual might seek out social interactions to increase their arousal, while a neurotic person might react strongly to stressors due to their heightened reactivity.

A

Behavioralmanifestation

65
Q

Also known as the integrated Approach to Understanding Crime, is a theoretical framework that seeks to provide a comprehensive explanation of criminal behavior by combining and integrating multiple existing theories of crime.

A

Integrated Theory

66
Q

KEY FEATURES OF THE INTEGRATED THEORY

A
  1. Multifactorial Perspective
  2. Electric Approach
  3. Risk Factors and Protective Factors.
  4. Life Course Perspective
  5. Interaction of Factors
  6. Dynamic Nature
  7. Policy Implications
  8. Complexity and Nuance
67
Q

Combination of various factors, including biological, psychological, social, and environmental elements.

A

Multifactorial Perspective

68
Q

It attempts to address the limitations of each individual theory while benefiting from their insights.

A

Electric Approach

69
Q

Protective factors that mitigate the risk. Risk factors might include poverty, low educational attainment, family dysfunction, and peer associations. Protective factors could include strong family bonds, positive school experiences, and community support.

A

Risk Factors and Protective Factors

70
Q

Examines how factors from childhood to adulthood interact to influence criminal behavior. It considers the cumulative impact of experiences and choices over an individual’s lifespan.

A

Life Course Perspective

71
Q

Emphasizes that different factors can interact and reinforce one another. For example, a person’s biological predisposition to impulsivity might interact with exposure to deviant peers, leading to an increased risk of criminal involvement.

A

Interaction of Factors

72
Q

Highlights the need to consider both short-term and long-term influences.

A

Dynamic Nature

73
Q

This theory suggests a more holistic approach to crime prevention and intervention.

A

Policy Implications

74
Q

Acknowledges the complexity of criminal behavior and the uniqueness of each individual’s circumstances.

A

Complexity and Nuance

75
Q

Refers to a lack of cognitive and sensory stimulation during critical periods of development, which can have detrimental effects on an individual’s psychological and cognitive functioning.

A

Mental Deprivation

76
Q

Refers to specific windows of time during which the brain is most sensitive to certain types of experiences.

A

Critical Period

77
Q

It focuses on the emotional bonds and attachments that individuals form with their primary caregivers, usually their parents, during infancy and early childhood.

A

Attachment Theory

78
Q

ATTACHMENT THEORY CATEGORIZES ATTACHMENT STYLES INTO FOUR PRIMARY TYPES

A
  1. Secure Attachment
  2. Anxious-Resistant ( Ambivalent ) Attachment
  3. Anxious-Avoidant Attachment
  4. Disorganized Attachment
79
Q

Children feel comfortable exploring their environment when their caregiver is present and seek comfort from their caregiver when they are distressed.

A

Secure Attachment

80
Q

Are often overly clingy and anxious, even when their caregiver is present. They might be difficult to soothe and have difficulties trusting others in adulthood.

A

Anxious-Resistant (Ambivalent) Attachment

81
Q

Appear independent and detached from their caregiver. They may avoid seeking comfort from others and might struggle with emotional intimacy in adulthood.

A

Anxious-Avoidant Attachment

82
Q

This attachment style is characterized by contradictory behaviors, confusion, and disorientation. It often arises in situations of inconsistent or abusive caregiving and can lead to difficulties in emotional regulation and relationships.

A

Disorganized Attachment

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