Unit 2.2

• SLT

  we learn criminal behaviour in 2 way: reward & punishment and observations & imitation

  people learn through observing behaviour of others and imitating if the person is rewarded (vicarious reinforcement)

  we imitate people we desire to be like (role models)

  bandura had adults either cause harm to the bobo dolls or play with them. Kids imitated this behaviour as they had observed the adults. He found imitation was more likely to occur if the role model was the same gender as the child.
• operant learning theory

  work of BF.Skinner

  he believed is behaviour results in a reward its likely to be rewarded (positive reinforcement)

  behaviourism: reinforcement and punishment shape behaviour

  differential reinforcement theory: if a crime has rewarding consequences its more likely to be repeated
• sutherland differential association

  we learn criminal behaviour from family and peer groups as a result of 2 factors

  imitation from observing those around us

  learned attitudes: socialisation exposes us to attitudes and values about the law, may be favourable or unfavourable. if the individual internalises more unfavourable then they are more likely to become criminals
• Eysenck personality theory

  Criminality is a result of certain personality types: extraversion, neuroticism and psychoticism
• Extraverts

  • Outgoing, sociable, aggressive and short tempered
  • Their nervous systems need high levels of stimulation
• Introverts

  • Reserved, thoughtful and reliable
• Neurotics

  • Anxious, moody and depressed
  • It's harder for them to condition into society's rules due to high levels of anxiety
• Eysenck personality questionnaire

  • Ranking on E (extraversion) and N (neuroticism) scale
  • High scores lead to criminality
• Psychotics

  • Cruel, insensitive and lack empathy
• Freud psychoanalysis

  The human personality contains 3 elements: the ego, the id and the superego. These elements are held in the unconscious mind and are in constant conflict with each other.
• Id

  Located in the unconscious part of the mind. It contains selfish, pleasure seeking needs and drives. Governed by the pleasure principle. If we acted on these urges it could be criminal.
• Superego

  Contains conscious/moral rules which we learn through primary socialisation by internalising the 'nagging parent'. If we think about acting upon the ids urges, the superego punishes us with guilt.
• Ego

  Tries to find a balance between conflicting demands. Governed by the 'reality principle' and we learn through experiences. The ego tries to satisfy the ids urges but in a moral way for the superego.
• A weak superego


  Can lead to criminality
• bowblys maternal deprivation theory

  there is a link between maternal deprivation and criminality. a child needs a close/continuous relationship with primary caregiver from birth to the age of 5 to develop normally

  if the attachment is broke it can leave a child unable to form meaningful relationships in later life (affectionless psychopathy)

  evidence

  bowlby studied 44 juvenile thieves

  39% had suffered with maternal deprivation before the age of 5, compared to 5% of control group of non-delinquents
• kolbergs moral development theory

  our idea of right and wrong develop through a series of levels and stages from childhood to adulthood.

  post conventional (adulthood): principle and social contract

  conventional (8-13): law and order morality and good boy/girl attitude

  pre conventional (3-7): self interest and avoid punishment

  criminals moral development is stuck at a less mature level and they solely think if their actions will lead to reward or punishment, rather than its effect on others