Human Behavior in Criminal Justice 1-7 Blue PDF

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Human Behavior in Criminal Justice CCJ-1191, Reference #3239 Fall 2019-1 Midterm This midterm must be typed, double spaced with Times New Roman 12 point font. Do not plagiarize and provide detailed answers that are in your own words, use in text citations to back up your answers, appropriate references, and list page numbers at the end of each answer.

Chapter 1

1. Briefly explain the difference between psychological criminology and sociological criminology. How do these differ from a psychiatric approach to the study of criminal behavior? Answer: Psychological criminology focuses on individual crime behavior and the mental, emotional, and behavior processes of the criminal. Meanwhile, sociological criminology examines the relationships of demographic and group variables to crime: focuses on the structure of the society and the culture of the groups and how these influence criminal behavior. A major contribution of sociological criminology is the attention it directs to topics that reflect unequal distribution of power in society. While sociological criminology focuses primarily on groups and society as a whole, and how they influence criminal activity, psychological criminology focuses on individual criminal behavior—how it is acquired, evoked, maintained, and modified. These differ from a psychiatric approach because psychiatric criminology gathers information to form theories about how the environment affects an individual’s behavior. (Pgs. 7-8)

2. Identify and provide one example of each of the three pre dominant methods of measuring crime. Answer: I.

Official police reports: Law enforcement agencies report crime and arrests. Examples

include the FBI’s Uniform Crime Reports (UCR) and the National Incident-Based Reporting System (NIBRS). The UCR program publishes an annual document containing accounts of crimes known to police and information on arrests received on a voluntary basis from local and state law enforcement agencies throughout the U.S. NIBRS is the FBI’s system of collecting detailed data from law enforcement agencies on known crimes and arrests. (Pgs. 13-19) II.

Self-report studies: Members of a sample population are asked what offenses they

have committed and how often. In recent years many self-report studies focus on substance use and abuse. Several nationwide SR surveys collect data specifically on drug use and abuse in the U.S. The major surveys are the National Survey on Drug Use and Health (NSDUH); Monitoring The Future (MTF); and the Arrestees Drug Abuse Monitoring Program (ADAM & ADAM II). (Pgs. 19-21) III.

National Crime Victimization Surveys: designed to measure the extent to which

households and individuals are victims. Victims provide information on the crimes

committed against them. The government-sponsored National Crime Victimization Survey (NCVS) is the best known example of a victimization study. Another oftencited victimization survey is the National Violence Against Women study conducted by the Center for Policy Research. (Pgs. 21-23)

Chapter 2 3. Compare and contrast the cumulative risk and developmental cascade model. Answer: The cumulative risk model focuses on the harmful environmental, psychological, and social influences which heighten the risk of maladaptive development. While the development cascade model focuses on the development of competence and resilience to reduce maladaptive development. Like the cumulative risk model, the development model has significantly changed the way researchers look at the causes of antisocial behavior and, most particularly, of aggression and violent behavior. The cascade and the cumulative models both argue that early negative experiences can alter a child’s developmental trajectory and interfere with accomplishment of normal developmental milestones, such as the formation of peer relationships, interpersonal skills, academic achievement, and cognitive development. Also, both the cumulative risk and developmental cascade models provide targets for intervention and prevention at specific periods

in development, and both stress the importance of protective factors. However, the developmental cascade model also focuses heavily on the development and enhancement of positive cascades. (Pgs. 29-33)

4. What is the attachment theory and how might it relate to juvenile delinquency and adult criminal behavior? Answer: Attachment theory postulates that the early relationship between infant and caregiver largely determines the quality of social relationships later in life. Ward and his associates (Ward, Hudson, Marshall, & Siegert, 1995) hypothesize that many sex offenders probably had parents who were inconsistently affectionate and poor at identifying their child’s needs. In essence, the sex offenders demonstrate the dismissing (avoidant) attachment style in their adult relationships. Gwen Adshead (2002) reports evidence for insecure attachment in her study of violent offenders. She notes that many victims of interpersonal violence are part of the violent offender’s attachment network: a child, a parent, a partner, or ex-partner. Fear of loss or separation can generate strong feelings of anxiety and rage in the offender, often resulting in violent actions. Adshead found that a majority of offenders showed a dismissing attachment style, suggesting a diminished capacity for empathy toward their victims or in their relationships. (Pgs. 45-46)

Chapter 3 5. What is meant by the term “shared environment” and why is it important in genetic research on crime? Answer: Shared or common environments include prenatal and life experiences affecting both twins in the same way. For example, twins raised by the same biological parents share a common hereditary and home environment. Shared environments promote high trait or behavioral similarity between twin pairs. This is especially the case for identical/monozygotic twins, because their pre-birth environment is more closely shared than that of fraternal/dizygotic twins. (Pg. 62)

6. Explain how temperament plays a role in the development of antisocial behavior? Answer: One’s temperament influences how we interact with the social environment and in reciprocal fashion how the social environment will interact with us. As early as infancy, children with difficult temperaments may elicit less warmth from parents or other caretakers and consequently may become detached from those around them. Children who are moody or irritable are more likely to be rejected by peers and eventually drift into antisocial behavior. (Pgs. 67, 68, 70)

Chapter 4 7. Describe the process of operant conditioning and give an example of how criminal behavior is acquired. Answer: Operant conditioning (or operant learning) is a fundamental learning process that is acquired (or eliminated) by the consequences that follow the behavior. For example, a temper tantrum by a toddler at the checkout counter when she wants some candy from the nearby shelves may prompt the parent to give in and provide the child with the candy. Next time, at the same or similar checkout aisle, the temper-tantrum strategy will be tried again since it worked the first time. The child has learned the consequences of timely temper tantrums. (Pg. 87-88)

8. Compare and contrast the behaviorism promoted by B.F. Skinner with modern behaviorism promoted by Bandura. Answer: Both Bandura and Skinner believed that stimuli elicit responses and behavior produces consequences that influence subsequent responses. Bandura emphasized the importance of social learning and modeling, which Skinner believed irrelevant. Both B. F. Skinner and Albert Bandura believed behavior is the result of what is learned from experience. Whereas Skinner believed environmental influences control people, Bandura believed people are goal-oriented and have specific intentions and purposes. (Pgs. 85- 87)

Chapter 5 9. What physiological factors have been associated with aggression? Answer: Some psychological factors that have been associated with aggression include aggressive stimuli such as weapons, crowds, pollution, temperature and smells arousal. Aggression is learned and is influenced by a wide range of situational, social, and environmental variables. There are different forms of aggression such as reactive and proactive forms of aggression and gender differences in aggression. According to the textbook Human Behavior a Psychological Approach, “Reactive aggression includes anger expressions, temper tantrums, and vengeful hostility, and more generally “hot-blooded” aggressive acts. Proactive aggression, on the other hand, includes bullying, domination, teasing, name-calling, and coercive acts—in other words, more “cold-blooded” aggressive actions. Reactive aggression appears to be a reaction to frustration and is associated with a lack of control due to high states of arousal. In general, reactive aggression is a hostile act displayed in response to a perceived threat or provocation. Proactive aggression, by contrast, is less emotional, and more driven by expectations of rewards.” (Pgs. 113-114, 117-118, 133)

10. Define hostile attribution bias and discuss how it might explain chronic aggression in young children Answer: Hostile attribution bias refers to a person’s interpreting the actions of others as hostile toward him or her. Youth and adults prone toward violence are more likely to interpret ambiguous actions as hostile and threatening than are their less aggressive counterparts. Hostile

attribution is a stable attribute that continues into adulthood. At its extreme level, the bias represents a cognitive deficit in processing that distorts social information so dramatically that the individual is literally unable to process that information accurately (Fontaine, 2008). In some cases, some people may engage in extreme violence toward others they interpret as trying to do them harm. However, this is distinct from mental disorders, such as paranoid schizophrenia, in which individuals believe others are trying to do them harm. (Pgs. 125- 127)

Chapter 6 11. What are status offenses? What has research found relating to gender differences in these offenses? Answer: Status offenses are those behaviors that are forbidden only to juveniles. The primary examples are running away, truancy, incorrigibility, and underage liquor law violations. Status offenses are controversial for many reasons. Some scholars believe they do not represent serious behaviors, while others say many status offenders also engage in more serious offenses. Historically, girls have been taken into custody more than boys for status offenses, particularly running away, and have even been turned over to courts for unmanageability. It is acknowledged that both boys and girls run away, but the reasons are different, with girls being more likely than boys to run away from sexual abuse within the home. There is little research on gender

differences in truancy, but research on underage drinking suggests that the gender gap is narrowing, although boys continue to outpace girls. (Pgs. 143-144) (Pgs. 147-151)

12. Describe Gerald Patterson’s coercion developmental model. Answer: Patterson’s theory places considerable emphasis on the role of parents or caretakers. He believes that poor parental monitoring, inconsistent discipline, and disruptive family transitions contribute significantly to early-onset conduct problems. However, the theory recognizes an interaction between the parent’s and the child’s behavior. Parents adopt coercive, authoritarian styles, and children respond by resisting these approaches and whining or throwing tantrums. Parents become more coercive in response, and children become more coercive in resistance. This style eventually translates to situations outside the home, in the child’s dealing with peers. Children raised in this way are more likely to demonstrate poor social skills, disruptive peer relationships, and low self-esteem. (Pg. 158)

Chapter 7 13. Describe the three and four factor models of psychopathy. Answer: The third core factor refers to the emotional shallowness, callousness, and lack of empathy that are characteristic of most psychopaths. The three-factor model includes a) an arrogant and deceptive interpersonal style, sometimes summarized with the term “impression

management” b) deficient affective or emotional experience, such as little empathy; and c) impulsive and irresponsible behavior. The four-factor or four dimensions position includes each of the above plus a fourth component, antisocial behavior. (Pg. 191)

14. Name and describe briefly any five instruments used to measure psychopathy. Answer: Answer: Psychopathy Checklist (PCL-R) assesses the affective (emotional), interpersonal, behavioral, and social deviance facets of criminal psychopathy from various sources. These include self-reports, behavioral observations, and collateral sources, such as parents, family members, friends, and arrest and court records. The PCL-R is the 20-item revision of the PCL. The second edition has been expanded for use with offenders in other countries, and includes updated normative and validation data on male and female offenders. It requires some integration of information across multiple domains, including behavior at work or school, behavior toward family, friends, and sexual partners, and criminal behavior. A score of 30 or above usually qualifies a person as a primary psychopath (Hare, 1996). Psychopathy Checklist: Screening Version (PCL:SV) is the 12- item short form version of the PCL. Psychopathy Checklist: Youth Version (PCL:YV) is the instrument that can be used to appraise psychopathic characteristics in adolescents. P-Scan: Research Version. The P-Scan is a screening instrument that serves as rough screen for psychopathic features and as a source of working hypotheses to deal with managing suspects, offenders, or clients. It is designed for use in law enforcement, probation, corrections, civil and forensic facilities, and other areas in which it would be useful to have some information about the possible presence of psychopathic features in a particular person. (Pg. 188)

News Question 15. What 3 news worthy events were broadcasted from Monday, 10/14/2019 through Sunday, 10/20/2019. Please list them and describe them in detail.

1) On Tuesday Oct 15th, 2019 actress Felicity Huffman reported to federal prison in Northern California to start her 14- day trial for her role in a massive college admissions scandal. Huffman is also required to pay a fine of $30,000 and perform 250 hours of community service. The 56 year old actress admitted to paying for someone to proctor and correct her daughter’s college board test, which resulted in the score jumping 400 points above her PSAT performance to 1420 out of a possible 1600.

2) On Thursday Oct 17th, 2019 Rep. Elijah Cummings, the powerful House Democrat who represented Baltimore for more than two decades and was a vocal of critic of President Trump, died after battling health problems. Cummings, who was 68, died at Gilchrist Hospice care. As chairman of the House Oversight and Reform Committee, he was one of the most powerful Democrats in Washington, and played a key role in the House Democrats’ ongoing efforts to impeach Trump. Cumming’s died due to complications concerning longstanding health challenges. At the same time of his death, he was chairman of the influential House Oversight Committee and a leading voice in the Congressional Black Caucus. He played a key role in the impeachment inquiry into Trump.

3) On Friday Oct 18th, 2019 Wisconsin high school students rally for security

guard fired amid controversy. Black school officer was fired for repeating racial slur used by black student. The firing of Marlon Anderson in Madison, Wisconsin, prompted students to walk out in protest and school officials to say they will review their policies....