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Forensic Psychology Study Test Questions with 100% Correct Answers

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Forensic Psychology Study Test
Questions with 100% Correct
Answers

What are cognitive distortions - Answer-errors or biases in people's information
processing system characterised by faulty thinking when explaining our own behaviours
and may perceive world and ourselves inaccurately. Research has linked this to the way
in which offenders interpret other peoples behaviours and justify their own actions

what are the two examples of cognitive distortions - Answer-hostille attribution bias and
mimilasation

what is hostile attribution bias - Answer-The tendency to misintepret ambiguous
situations, or the actions of others, as aggressive and/or threatening when in reality they
may not be. May also be apparent in childhood

For example offenders misreading non aggressive cues 'looked at funny' which will
trigger a disproportionate and often violent response.
EXAMPLE: Justyne and schonenberg presented 55 violent offenders with images of
emotional ambiguous expressions and controlled with matched control group, and found
offenders were significantly more likely to perceive images as angry and hostile

what is mimilisation - Answer-attempt to deny or downplay the seriousness of an
offence which is a common strategy for dealings with feelings of guilt
Example: sex offenders are more prone to mimilisation
.35% of child molesters argues their crimes were not sexual but 'affectionate'

Evluate cognitive distortions: practical applications - Answer-P: One strength of
cognitive distortions is it has valuable application for therapy
E: For example, cognitive behavioural therapy challenges irrational thoughts which
encourages offenders to 'face up' to what they have done and establish a lss distorted
view of their actions. Studies have suggested ghat they have a reduction of denial and
mimilisation after CBT and accepting their crimes ( Harkins et al)
E: This is a strength because its suggests the theory of cognitive distortions has
practical value

evaluate cognitive distortions: descriptive or explanatory - Answer-P: One limitation of
cognitive distortions is it is was descriptive rather than explanatory

, E: For example, it doesn't explain why the offenders offend or help predict future
offender behaviour. Even if an individual has distorted thinking they will not necessarily
go onto to offend. Research has shown that attitudes or beliefs are weakly correlated
with actual behaviour. To understand why offenders go onto offend ee must identify the
cause of behaviour rather than describe
E: This suggests in terms of devising strategies to prevent offending, explanation may
be more important than description
CA: However, cognitive explanations are good at explaining cponcepts on criminal
minds which may be helpful to reduce offending rates in long term as we can use
therapy to reconstruct the ways of offenders dealing with mimilisation or whistle
attribution bias.

What does the differential association theory propose ( Sutherland) - Answer-criminal
behaviour is learnt and emphases role on nurure
SLT developed by Sutherland- individuals learn values attitudes techniques and motive
for criminal behaviour through association and interaction with different people
- He also argues tact offending hevaiour is acquired in the same way as other
behaviours through the procedd of learning, which occurs through interactions with
significant other such as family and peer group

outline the differential association theory of offending - Answer-Sutherland (1924)
developed a set of scientific principles that could explain all types of offending.
Individuals learn the values, attitudes, techniques and motives for offending behaviour
through interaction with others - these 'others' are different from one person to the next
(hence, differential association). His theory ignores the effects of class or ethnic
background, what matters is who you associate with.
Offending behaviour is acquired through the process of learning. Learning occurs
through interactions with significant others who the child values most and spends most
time with, such as family and peer group. Offending arises from two factors: learned
attitudes towards offending and learning of specific offending acts. When a person is
socialised into a group they will be exposed to certain values and attitudes. This
includes values and attitudes toward the law - some of these will be pro-crime, some will
be anti-crime. Sutherland argues that if the number of pro-crime attitudes the person
comes to acquire outweighs the number of anti-crime attitudes, they will go on to offend.

How do learning pro criminal attitudes and learning criminal acts link to offending -
Answer-Pro criminal attiutudes: when socialising with a group and their pro criminal
attitude outweighs the number of anti criminal attitudes then their cognition changes to
becoming pro- criminal attitudes, meaning they'll likely to offend
The types of crimes they will commit is the deviant attitudes they have learnt for
example the individual may find it unacceptable to mug someone but justify falsifying
their tax returns
Learning criminal acts: may also learn particular techniques for committing crime-
observation and imitation for example breaking into someone's house through a locked
window

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