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ORIGINS OF CRIMINAL BEHAVIOR: DEVELOPMENTAL RISK FACTORS The life course of all humans follows a trajectory that may be littered with risk factors Antisocial Behavior Risk Factor Risk Factor Risk Factor Antisocial Behavior Antisocial Behavior Individual attributes and developmental social and family experiences that are believed to increase the probability that an individual will engage in persistent criminal behavior Psychological Social Familial Poverty Early peer rejection Association with antisocial peers Inadequate pre-school child care Inadequate after-school care School failure Single-parent household Permissive or lax parental style Minimal parental monitoring Parental psychopathology Physical and emotional abuse/neglect Domestic violence Substance abuse Antisocial siblings Cognitive and language deficiencies Low IQ scores or psychometric intelligence Attention deficit hyperactivity disorder (ADHD) Conduct disorder The relationship between poverty and violence is not well understood Many other variables ◦ ◦ ◦ ◦ ◦ ◦ Inadequate schools Inequities in resources Discrimination, racism, Unsafe living conditions Unemployment Neighborhood violence Peer-rejected children tend to be more aggressive, argumentative, inattentive, and disruptive than others, and generally have poorer social skills Membership in deviant groups or gangs encourage and increase the already existing antisocial patterns in children and adolescents Poor-quality child care ◦ Poorer language ◦ Impaired cognitive development ◦ Difficult social and emotional adjustment Low-income children who experience high-quality infant and preschool care show better school achievement and socialized behavior in later years than similar children without child-care experience or with experience in lowerquality care Children who are unsupervised after school in the early elementary grades are at elevated risk for behavior problems in early adolescence ◦ Antisocial children seek out niches that involve association with antisocial peers and environments with minimal adult supervision Early school failure is also linked to antisocial development and delinquency reading achievement appears to play a prominent role in school failure Parenting practices ◦ Allowance ◦ Reading together ◦ Serving as home room parent Parenting styles ◦ Gestures ◦ Tone of voice ◦ Expression of emotion Style Authoritarian Permissive Authoritative Neglecting Intention To shape and control child’s life No control, few restrictions Rational, apply reasonable restrictions Detached and unengaged in child’s life Enmeshed ◦ Inconsistent and ineffective discipline ◦ Use of coercive punishment for even minor misbehavior Lax ◦ Lack of discipline ◦ Denial about antisocial behavior Parents’ awareness of their child’s peer associates, free-time activities, and physical whereabouts when outside the home ◦ Strong predictor of antisocial behavior during later childhood and adolescence Antisocial sibling is most influential when siblings are close in age Parental depression, alcoholism, violence related to delinquency Secure Child feels secure in parent’s presence, distressed when leaves but delighted by parent’s return Insecure Anxious/ ambivalent Child is very distressed by separation but may be indifferent or hostile when parent returns Avoidant Child is indifferent about both separation and return Affective ◦ Ability to experience another person’s emotions ◦ Deficiencies closely linked to antisocial behavior Cognitive ◦ Ability to understand another’s emotions Leads to peer rejection and academic difficulties ◦ Males more difficulty Difficulty expressing self may increase frustration levels ◦ Conflict resolution ◦ Aggressive behavior Psychometric approach Many types of intelligence not measured by test Relationship between IQ and school performance IQ and ethnicity Individual experiences ◦ Rich and varied increase score School experiences ◦ Positive increase language skills ◦ Negative stagnate or decrease Test ◦ Type, content, situation, examiner Many learning disabilities are overdiagnosed Label that follows individuals through the educational system The relationship between delinquency and learning disability is unclear Persistent misbehavior ◦ Stealing, cruelty to others, fighting, lying Catch-all category Signs may occur as early as age three Often mislabeled ◦ Learning disability or ADHD Associated with peer rejection Childhood Onset Type Adolescent Onset Type Pattern begins prior to age 10 Prognosis is not good, according to DSM-IV-R Absence of any pattern prior to age More favorable prognosis Inattention ◦ Easily distracted Impulsivity ◦ Acts before thinking, one activity to another Excessive motor activity ◦ Unable to sit still, fidgets, noisy Leading psychological diagnosis for American children Self-regulation ADHD and substance abuse Symptoms of ADHD and antisocial behavior at young age correlated with criminal behavior Attachment theory Attention deficit hyperactivity disorder (ADHD) Authoritarian style Authoritative style Conduct disorder Developmental pathways Enmeshed style Language impairment Lax style Neglecting style Parental monitoring Parental practices Parental styles Permissive style Psychometric approach Psychometric intelligence Self-regulation
