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Criminality, Cognition and Personality - Summary, Tilburg University

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  • Course
  • Criminality, Cognition and Personality (500187B6)
  • Institution
  • Tilburg University (UVT)
  • Book
  • Clinical Forensic Psychology

A summary of the course Criminality, Cognition and Personality. The summary consists of the lectures given. All the book chapters were read and did not add anything new. If you have any questions, you can message me :)

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Document information

  • Yes
  • June 10, 2024
  • 44
  • 2023/2024
  • Summary

Subjects

  • psychologie
  • psychology
  • criminality
  • cognition
  • personality
  • tilburg
  • summary
  • samenvatting

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  • Tilburg University (UVT)
  • Psychologie
  • Criminality, Cognition and Personality (500187B6)
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Lecture 1
Definitions antisocial behavior, aggression and violence
 Antisocial behavior = broadly speaking, antisocial behavior encompasses acts that
o Do not respect societal norms,
o that violate laws or the rights of others,
o or in the case of children, the expectations of authority figures such as parents or
teachers
 Aggression = any behavior directed toward another individual that is carried out with the
proximate intent to cause harm
o Additionally, the perpetrator must believe that the behavior will harm the target and
that the target is motivated to avoid the behavior
 Violence = more specific form of aggression with extreme harm as its goal
 What does not consist of aggression and violence
o No actions that are unintentional, consensual, ultimately beneficial
 Criminality = behavior that is prohibited by law
 Socio-ecological model
o To understand the development of criminality, we must take in multiple perspectives,
paying attention to individual and environmental factors




Models of antisocial behavior
 Antisocial behavior in a nutshell
o Umbrella term for a wide range of behaviors
o Common core for all antisocial behaviors
o Differences in
 Types of behavior
 Timing of the onset of behavior
 Persistence over time through genetic, neurobiological, and developmental
factors
 Research on antisocial behavior in the past
o Originally seen as pure biological or psychosocial
o Late 19th and early 20th century: rise of models to explain antisocial behavior
 Genetic model
o Heritability of behavior = percentage of variance of behavioral differences that can be
attributed to genetic differences
 Evidence: heritability of antisocial behavior around 50%
o Twin and adoption studies
 Assumptions twin and adoption studies
 Monozygotic twins = 100% overlap in genes, 100% overlap in
environment
 Dizygotic twins = 50% overlap in genes, 100% overlap in environment
 MZ in different houses = 100% overlap in genes, 0% overlap in
environment
 Adopted sibling = 0% overlap in genes, 100% overlap in environment
 But many behaviors or traits show about the same heritability coefficients in
twin and adoption studies
o Molecular studies

,  Examining differences in allele forms
 However
 Unlikely that antisocial behavior is coded on one gene
 Influence of genes can change in different developmental phases,
exposure to environment, and type of antisocial behavior
 Became less popular due to association with eugenic movement
 Evolutionary models
o Based on Darwin’s theory of natural selection  antisocial behavior emerges and is
maintained in a population because it has evolutionary advantages
 Some of these traits are still adaptive, others not so much
o Evolutionary models do not legitimize that people show antisocial behavior; they
simply explain why these behaviors are commonly observed in humans
 Biopsychosocial models
o Focus on who aspects of biological systems influence antisocial behavior
 Brain
 Hormonal system
 Nervous system
 Immune system
 Psychosocial models
o Focus on the influence of environment on individuals
o Social learning models
 Antisocial behavior is learned through observing others
 In conjunction with reinforcement learning
o Social development models
 Protective factors contribute to positive social skills and risk factors
contribute to behavioral problems
 Balance between protective and risk factors determines lifestyle
 Factors exist on the level of the individual, family, broader social environment
and multilevel
 An integrative, intergenerational, developmental, biopsychosocial model of antisocial
behavior
o Studies have followed people over a longer period give several insights
 Development of physical aggression
 Variability in antisocial behaviors around 50% genetic influence
 Risk factors in environment are often prenatal
 Emphasizes the importance of looking at intergenerational
transmission of antisocial behavior
 Genes, environment and how they work together
o Gene-environment correlation (rGE)
 Passive
 Evocative
 Active
o Gene-environment interaction (GxE)
o Environment influences gene expression (epigenetics)
 Intervention from a developmental, biopsychosocial perspective
o Considering the importance of prenatal factors, important to start early
o Risk factors are often stable, so prevention and intervention can be useful in different
life phases
o Prevention programs should be directed to all levels of risk factors
o Genes and environment do not only have individual effects but also interact. Genes
may be an important factor in explaining which interventions are working for whom

,Forms of aggression
 Patterns of aggression and violence
o Violence decreased during the last millennium
o Within the lifespan there is also a decrease: physical aggression highest in early
childhood and decreased after
o Indirect aggression starts developing between age 4 to 8
 Two (or three) patterns of indirect aggression
 Consistently low
 High and increasing
 (very high and stable)
 Majority in group 1
 Girls more often 2 than boys, but difference disappears in adulthood
 Lifetime patterns of aggressive behaviors
o Physical aggression part of behavioral repertoire in most toddlers
o But the frequency of use over time differs
o Three patterns of physical aggression
 Absence of aggression in early childhood and adolescence
 Average levels of aggression in early childhood and adolescence
 High levels of aggression in early childhood and adolescence
o 1 and 2 are most prevalent
o Boys more likely to show 3 compared to girls, girls more likely to show 1
 Categorization of aggression
o Indirect vs direct
 Indirect = often more anonymous, indirect harm to target
 Direct = more visible and perpetrator is more identifiable
o Type of aggression
 Verbal = harming another person through language
 Relational = harming another person’s social relationships
 Physical = harming another person physically
 Other, non-personal forms
o Motivation for aggression
 Reactive aggression = hot-blooded,
impulsive, reacting to a provocation,
defensive
 Proactive aggression = cold-blooded,
prepared, with the goal of harming
someone else, instrumental,
offensive
 Different correlates
 Regulation
 Psychopathology
 Cognitive biases
 Social adjustment
 Brain function
 Genetic influences
 Difference can be important in treatment
 Assessment
 RPQ is a self-report measures of aggression
 CRTT one of the most used behavioral measures of aggression

, Lecture 2
Ethical issues in forensic psychology
 Ethical dilemmas
o Are
 Complex human interactions
 Conflict of values
 Many possible courses of action
 None is optimal
o Can be solved based on individual character or communal/societal norms
o Deontological vs teleological/utilitarian/consequentialist
 Deontological
 An action is considered morally good because of some characteristic
of the action itself, not because the product of the action nis good
 Killing is bad because taking a life is an unethical thing to do
 Teleological
 The basic standard of morality is precisely the value of what an
action brings into being
 Killing can sometimes be justified if something even better is
achieved
o Examples in forensic psychology
 Risk prediction
 Self-harm prevention vs autonomy
 Confidentiality vs harm prevention
 Correctional forensic psychiatry vs legal practice
 Correctional forensic psychiatry is deontological  providing the
best possible care, autonomy, confidentiality, informed consent
 Legal practice is consequentialist  focus on professionalism,
objectivity, impartiality
 Four principles of health care ethics




o Problems with the principles
 Mental disorders can compromise autonomy
 Difficult for professionals to know how to respect patient choices
 Patient choices may not seem to be in their best interest
 To benefit psychiatric patients, it is sometimes necessary to act in ways that
the patient experiences as harmful
 Privileges beneficences over respect for autonomy
o Dutch situation
 People can be taken for involuntary treatment in a mental health institution
 Under one of three conditions
 Emergency
 If ordered by a judge
 If ordered by a mayor
o The human rights act of 1998
 Protects right of people in countries that belong to the council of Europe
 Binding for all institutions and authorities, must be considered by lawmakers

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