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Offending behaviours
AQA A-level psychology forensic psychology year 13
| Term | Definition |
|---|---|
| Differential association theory | Idea that criminals learn criminality through their close relationships (live models) or from the media (symbolic models) |
| How offending behaviour is learned | Through interaction & conversation with others (often supplemented with storytelling) in intimate groups, sharing techniques & motives, & distinguishing between “good” crimes & “bad” crimes |
| Mediational processes for offending | Attention, retention, motor reproduction, & motivation. Same for learning any other behaviours. We become delinquent when our rationale for breaking rules is greater than out rationale for keeping them |
| Edwin Sutherland | Challenged belief that criminality is purely genetic or specific to lower social classes, coined the term “white collar crimes” |
| Pro-criminal attitudes | Being taught that some types of offending aren’t negative. There may be specific pro-criminal attitudes in certain communities (e.g., stealing from the rich to give to the poor) |
| Learning specific criminal acts | Offenders might teach each other optimal techniques to commit offences (e.g., how to identify houses to burgle). In prison, offenders can learn more sophisticated techniques from more experienced offenders |
| Evaluation: real world application | Stops looking at criminals as weak willed or bad but instead looks at social factors to try & understanding their behaviours. This provides solutions for these behaviours other than eugenics (biological) or punishment (morality) |
| Evaluation: supporting evidence Mednick (1984): adoption study | Found boys with criminal biological fathers who were adopted by non-criminal adopted fathers were more likely to commit the same types of offences as their biological fathers |
| Blackburn (1993): psychodynamic approach | Used Freudian analysis to explain offending behaviours & criminality using issues with the superego |
| Blackburn: Weak superego | If same sex parent is absent during phallic stage of development the child has no one to identify with so their superego will be undeveloped which will cause them to have a dominant id & a phallic personality |
| Blackburn: Deviant superego | Morals & values children learn are deviant (I.e., pro criminal attitudes) which allows their superego to bypass offending behaviours |
| Blackburn: Over-harsh superego | Child is taught to feel excessive guilt by strict parents which cause their superego to become too dominant and can lead the child to enjoy feelings of shame which can lead to violent outbursts of offending behaviour |
| Bowlby’s maternal deprivation hypothesis | If the mother figure or mother figure substitute is inconsistently present for the child’s critical period (first 30 months) then it will lead to affectionless psychopathy & difficulty forming relationships which leads to offending behaviours |
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