1. Biological Theories Criticisms ▪Ignores some types of crimes ▪White-collar ▪Organized ▪Political crime ▪Focuses on aggression or antisocial behavior in children and street crime in adults

2. Policy Implications (1 of 2) ▪Still fear of ethical problems ▪Biology not necessarily destiny ▪Provide unsound justifications for the control of minority populations ▪New eugenics ▪Gene therapy ▪Discrimination based on presence of biological risk indicators

3. Policy Implications (2 of 2) ▪The upside? Criminality as a public health problem ▪Prenatal care for at-risk mothers ▪Strengthen environmental counterbalances for children with biological risk indicators

4. Psychology and Crime ▪How does a psychologist or psychiatrist develop and understand the criminal mind? ▪What does psychology contribute to the study of the criminal mind? ▪What is the psychological approach to the study of crime?

5. Psychoanalytic Theory ▪Sigmund Freud ▪1856–1939 ▪Psychic Determinism  A CIGAR IS NEVER JUST A CIGAR

6. Freudian Elements of Personality ▪Conscious vs. Unconscious Mind ▪ Id: “If it feels good, do it!” ▪Superego: conscience— “Stealing is wrong.” ▪Ego: psychological thermostat that regulates the wishes of the id with the social restrictions of the superego

7. Defense Mechanisms ▪Used to reduce anxiety  REPRESSION  RATIONALIZATION  DENIAL  PROJECTION

8. Freudian Explanations of Delinquency ▪Overactive Id ▪Delinquent Superego ▪Delinquent Ego  Crimes with “special meaning”  Translating psychoanalysis into rehabilitation?  Works for articulate adult neurotics who can talk out their problems…

9. Policy Implications of Freudian Theory ▪Drawbacks ▪Almost impossible to test empirically (Cannot be directly observed and measured) ▪Still maintains a place in psychology of criminal behavior  Many concepts from Freud used in modern theory –LOW SELF CONTROL –PRO-CRIMINAL ATTITUDES

10. Principles of Learning ▪Three types of learning ▪Classical conditioning ▪Operant conditioning ▪Observational (vicarious) learning

11. Classical Conditioning

12. Principles of Learning ▪Positive reinforcement: increases the target behavior by rewarding the individual ▪Negative reinforcement: increases the target behavior by removing an unpleasant stimulus ▪Punishment: reduces the odds of the target behavior being repeated

13. Principles of Learning ▪Delinquency tied to parents’ failure to effectively condition their children away from bad behavior  Inconsistent and harsh punishment (Glueck and Glueck). ▪Effective parenting (monitoring, punishing, and reinforcing behavior)  nondeliquent children (Patterson). ▪Parental behaviors may have few effects on the child’s long-term development (Harris).

14. Principles of Learning GERALD PATTERSON AND FRIENDS

15. Observational Learning ▪Albert Bandura (Bobo doll experiments): most human learning is not based on trial and error (operant conditioning). ▪ Effects on criminal behaviors are difficult to determine.

16. Media and Crime ▪Does media (TV and movies) influence aggression, violence, and criminal behavior? ▪Conducive to role modeling ▪Perpetrators not punished ▪Targets of violence show little pain ▪Few long-term negative consequences  Some evidence (but still debate)—reducing exposure may reduce aggression

17. Policy Implications of Behaviorism ▪Criminals can learn pro-social behaviors to replace criminal actions. ▪Classical Conditioning  Aversion therapy ▪Operant Conditioning  Token economy

18. Cognitive Psychology ▪ Humans’ ability to engage in complex thoughts influences behavior. ▪ Cognitions (like behaviors) can be learned. ▪ Focus on: ▪Cognitive structure (how people think) ▪Cognitive content (what people think)

19. Cognitive Structure ▪Kohlberg's theory of moral reasoning: humans advance through predictable stages of moral reasoning ▪Self-control ▪Ability to empathize ▪Ability to anticipate consequences ▪Ability to control anger

20. Kohlberg’s Stages of Moral Development (1 of 2) ▪ Stage 1 ▪ Right is blindly obeying those with power and authority. ▪ Emphasis is on avoiding punishment. ▪Interests of others are not considered. ▪Stage 2 ▪Right is furthering one’s own interests. ▪Interests of others are important only as a way to satisfy self-interests. ▪Stage 3 ▪Moral reasoning is motivated by loyalties to others and a desire to live up to other’s standards.

21. ▪ Stage 4 ▪ Right is following the rules of society and maintaining important social institutions (e.g., family, community). ▪ Stage 5 ▪ Moral decisions are made by weighing individual rights against legal principles and the common good. ▪Stage 6 ▪Moral decisions are based on universal principles (e.g., human dignity, desire for justice). ▪Principles are considered across different contexts and are independent of the law. Kohlberg’s Stages of Moral Development (2 of 2)

22. Cognitive Content ▪Rationalizations or denials that support criminal behavior ▪For example, a criminal thinks, “I’m not really hurting anyone.”  Extremely common for sex offenders ▪Criminals are more likely to express such thoughts  Sociologists are often skeptical (time-ordering)  Psychologists: NEGATIVE REINFORCEMENT ▪

23. Policy Implications of Cognitive Psychology ▪Cognitive theory translates easily into practice.  Cognitive skills programs teach offenders cognitive skills like moral reasoning, anger management, or self-control.  Cognitive restructuring attempts to change the content of an individual’s thoughts. ▪Combination cognitive-behavioral have track record of success

24. Theory in Action ▪Multisystematic therapy (MST) ▪Creator Scott Henggeler and associates ▪Reduces criminal behavior ▪Comprehensive approach ▪Targets many areas for change ▪Uses many different techniques (not just cognitive-behavioral programs)

25. Personality and Crime ▪Crime and delinquency related to the presence of some personality trait ▪Personality trait: a characteristic of an individual that is stable over time and across different social circumstances ▪Personality: the sum of personality traits that define a person

26. Personality Traits and Crime (1 of 3) ▪A number of related traits combine to form super factors ▪Several different models ▪Five-factor model ▪Tellegen’s personality model ▪Recent studies use the Multidimensional Personality Questionnaire (MPQ)

27. Personality Traits and Crime (2 of 3) ▪Personality dimensions in the MPQ ▪Constraint ▪Traditionalism ▪Harm avoidance ▪Control ▪Negative emotionality ▪Aggression ▪Alienation ▪Stress reaction

28. Personality Traits and Crime (3 of 3) ▪Personality dimensions in the MPQ ▪Positive emotionality ▪Achievement ▪Social potency ▪Well-being ▪Social closeness

29. Criminal Personality: The Psychopath ▪A distinct “criminal personality” ▪One of the oldest concepts in criminology  “MORAL INSANITY”

30. Antisocial Personality Disorder (APD) from DSM-IV 1. Disregard for the rights of others. At least three of the following: behaves in a way that is grounds for arrest, deceitful and manipulative, impulsive, aggressive, irresponsible, lack of remorse 2. Age 18 or older 3. A history of child conduct disorder 4. Antisocial behavior not a product of schizophrenic episode

31. “Psychopath” is narrower concept  Hervey Cleckley’s (1957) The Mask of Sanity  Key features: Manipulative, Superficial charm, Above-average intelligence, Absence of psychotic symptoms, Absence of anxiety, Lack of remorse, Failure to learn from experience, Egocentric, Lack of emotional depth  Other Characteristics: Trivial Sex life, Unreliable, Failure to follow a life plan, Untruthful, Suicide attempts rarely genuine, Impulsive, Antisocial behavior

32. HARE PCL  The Psychopathy Checklist  Interview  Measures different aspects of psychopathy (each scored on a 0-2 scale)  Has produced very interesting studies (difference between psychopath and non- psychopath inmates)

33. Policy Implications of Personality Theory ▪Personality traits consistently predict delinquency and crime. ▪Criticisms:  Personality traits are often portrayed as impossible to change (See, Psychopathy)  What causes personality traits?

34. Intelligence and Crime ▪“Feeblemindedness” was once thought to be a cause of crime. ▪What exactly is IQ and how does it relate to criminal behavior?

35. A Brief History of Intelligence Testing ▪Binet started out like his peers: Measuring people’s skull size  Not much difference—worried about bias in the tests  Developed a “hodgepodge” of tests measure identify learning disabled children  Not meant to be a measuring device for intelligence in “normal” students  Translated to English, used to identify “morons” and “low grade defectives” as part of eugenics

36. IQ and Crime ▪There is an IQ gap of 8–10 points between criminals and noncriminals, even when statistically controlled for race and social class. ▪IQ is not a very strong indicator of criminal behavior.  But, it does consistently predict

37. IQ and Crime ▪Travis Hirschi and Michael Hindelang ▪The Bell Curve ▪Direct effect ▪Most criminologists find evidence of indirect effects IQ  School, Peers, etc.  Crime

38. ▪The common emphasis of all psychological theories is on the individual. ▪Modern Theory  LEARNING  COGNITION and IQ  PERSONALITY ▪Many psychological theories translate well into treatment programs. Conclusion