Notas de lectura
PSYCHOLOGY OF DELINQUENCY: NOTES OF ALL CLASSES (2022)
- Institución
- Universitat De Valencia (UV)
Very clear notes of all classes of psychology of delinquency in English with pictures and clear overviews.
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Prof. Dr. M. Angeles Cerezo© Psychology of Delinquency- Degree of Psychology- University of Valencia, SpainPSYCHOLOGY OF DELINQUENCY
Summary of the subject:
The understanding of the issue of crime, and violence in general, is an essential complement to in the
psychologist’s training. Considering anti-social behavior as a failure in the socialization of the individuals,
point to two contexts: the family as the primary context where the socialization process develops and peer
relationships as the second important socialization context. It’s, therefore, important to focus the course on
the dynamic of psychological processes in anti-social and delinquent trajectories. Advances in the
understanding of this subject, from the socio-interactional and socio-emotional areas, provide a basis for
practical application. Students of this course in the past have confirmed their interest in its contents and
approach for their professional training and careers. The overall objective of this course is to provide specific
training in the key’s factors of anti-social and delinquent psychological functioning and its implications. This is
achieved by providing the student with state-of-the-art knowledge. Thus, it is expected that the student can
develop clear connections to the application of knowledge and obtain a basis to maintain their professional
training.
What we must learn:
- Differentiate and identify different types of anti-social behavior in childhood and adolescence.
- Distinguish between the trajectories of early onset and late onset of anti-social and delinquent
behavior.
- Distinguish relational dynamics in the context of socialization, family and peers, which are associated
with the development of anti-social behavior and delinquency.
- Know and identify risk and protective factors involved in the development of anti-social and delinquent
behavior.
- Using prediction to design prevention strategies. Know and use the main sources of information related
to the subject
We also have to write a report (1 point).
AB = anti-social behavior
Anti-social behavior is a failure in socialization of the individual.
First section about prediction → is essential in science
We need to understand the core of the matter = how a social being is becoming anti-social
→ find the factors that will predict what’s going to happen. (puntje 1.4 = prediction)
→ processes of interaction and the dynamics where anti-social and criminal behaviors take place
Second section
- Vast majority of delinquency are men
- Factors like gender, social information processing
- We will focus on family, because family interaction is an important factor for delinquency
→ Psychology is all about relationships
2 levels in the syllabus
1. One is very micro (interactions between people)
2. Second one is how children are raised, problems in family context.
Another area of socialization is ‘peers’ (practice of conversation between adolescents).
1. Anti-social and delinquent behavior: introduction
1.1. Some data on juvenile delinquency. Key issues in the development and dynamics of antisocial
and delinquent behavior.
1.2. Conceptual considerations: anti-social behavior, conduct problems and delinquent behavior. Keys
for a definition. The anti-social trait and its measure. Overt vs. Covert antisocial behavior. Measures of
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, Prof. Dr. M. Angeles Cerezo© Psychology of Delinquency- Degree of Psychology- University of Valencia, Spain
antisocial behavior and delinquency
1.3. Progression of anti-social behavior. Predictors. Frequency-Severity. Risk factors and protective
factors.
1.4. Identifying children at-risk of anti-social behavior and delinquency. Predicting and obtaining
indices. A multi-stage procedure to identify youth at-risk of delinquency. Prediction and prevention
2. Bio-social individual characteristics and anti-social and delinquent behavior
2.1. Gender differences and anti-social behavior and delinquency.
2.2. Hyper-activity and antisocial behavior
2.3. Social Cognition: Social information processing: encoding, interpretation and performance
processes. Applying the model of social information processing to the study of anti-social and
delinquent behavior.
3. Relational processes with primary caregivers
3.1. Attachment, socio-emotional development and self-regulation: application to the development of
antisocial behavior.
3.2. Socio-interactional models. Parenting practices. Discipline, monitoring, positive parenting,
problem solving and conflict
3.3. Micro-social analysis of family interaction The role of observation and observational methodology.
The coercion model: origins and developments. Uncertain contexts and social continuity in anti-social
behavior.
3.4. The model of early onset of delinquency. The role of family variables.
3.5. Risky parenting practices. The issue of child maltreatment and its relationship to the development
of anti-social behavior
3.6. Practical analysis of family interaction with anti-social children. Observing interaction.
4. Relational processes with siblings and peers
4.1. The role of peers and peer relationships as a socialization context
4.2. Late-onset models. Implications for prediction.
4.3. Other areas of relationships: siblings
4.4. The role of peers in adolescence. "Training in deviant behavior":
Analysis of conversations between teens and prediction of antisocial and delinquent behaviour.
Implications
4.5. Joint influence of different relational contexts: parents and peers. Towards the understanding of
the phenomenon "anti-social behavior
SECTION ONE: ANTI-SOCIAL AND DELINQUENT BEHAVIOR: INTRODUCTION
Class 1:
1.1. Some data on juvenile delinquency. Key issues in the development and dynamics of antisocial and
delinquent behavior.
Different links and we have to look at the graphs & interpret them!
- Lower education, more present in crime (murder) → why?
- Graph: male vs female → huge difference. There are much more boys than girls and we see this
difference everywhere. Little bit less at 14, but 16-17 is more or less the same.
- Less education = higher rate of murder → why?: SES, family, family social interaction
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, Prof. Dr. M. Angeles Cerezo© Psychology of Delinquency- Degree of Psychology- University of Valencia, Spain
Things are interconnected and we look from different points of view to the story (big overview with all the
names of researchers)
1.2 Conceptual considerations: anti-social behavior, conduct problems and delinquent behavior. Keys for a
definition. The anti-social trait and its measure. Overt vs. Covert antisocial behavior. Measures of antisocial
behavior and delinquency
Different definitions:
- Important to know a little bit what is what
- Delinquent behavior = All those basic things are universal, but it still depends of the law of a particular
country. → there can be small differences.
- Antisocial behavior = it causes harm! Damaging relationships, stealing wallet, hurting someone
mentally/physically, badmouthing someone.
- AB = disruptive for individuals, relations, community → fail more at school, more health problems,
more risk for work failure/bad relationships/sanctions/arrests
- We are social beings because it is in our interest to be social.
- If you want to have benefits you need to do something in return. You have to be able to control your
impulses, if you just to whatever you want to do, you will be rejected and you cannot be with
somebody → so find a way to regulate your emotions. You teach a child that they need to be nice, you
cannot just kick somebody.
- Aggression is not learned, it’s part of ourselves. We learn how to inhibit aggression. You learn it in your
socialization process (family, peers). Antisocial people = They were in a context that did not help them
to regulate their negative emotions.
- All of us are feeling negative emotions and aggressiveness but we were lucky enough that we were
socialized in a context where we can regulate ourselves.
- How can a social human being become antisocial = paradox
Delinquent behavior: violates the law (part of AB)
Antisocial behavior: broader category, causes harm (!)
Conduct disorder: similar to AB, includes problems that don’t do any harm
Class 2:
- Antisocial behavior causes harm!
The harm can be obvious (slapping you face) but also relational aggression (if someone talks to someone else
and destroys your relationship with the other person, can also be someone who is destroying your
relationship.) → delinquent or not depends on social system
Sometimes certain behaviors also don’t cause any harm
Somethings can be considered AB depending of the disorder.
Certain behaviors are not really causing harm, but they have a label.
Formal diagnostic systems: what do we observe from their evolution?
= formal tools for psychologists
There are all kinds of factors behind it. It’s like a bible we put out there and we have the tendency to think
what’s in the DSM that is reality, but it is an APPROACH to the reality, there can be differences!
Know that things change over the years.
Dr. Quay was very influencive by creating the DSM.
- DSM3: dr Quay had a lot of influence (author of a famous textbook)
• Oppositional Disorder lesser forma of BA
• Conduct Disorder 4 subgroups combining 2 dimensions: “aggressive”- “non-aggressive” &
“socialized”-”undersocialized”
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, Prof. Dr. M. Angeles Cerezo© Psychology of Delinquency- Degree of Psychology- University of Valencia, Spain
- DSM3R: slight but really import change: ODD (oppositional defiant disorder) for the first time they saw
the continuity of a disorder
• Conduct disorder
The dimensions disappeared so things change over time.
- DSM 4:
• Oppositional disorder, developmentally precedes
• Conduct disorder
• Both are representative of a more general class of disruptive behavior disorders
• They keep the 2 things but something was added!! Developmentally precedes → they can see
the continuity of AB. = a very important twist!
- DSM5:
• Disruptive, impulse-control & conduct disorders
• OOD
• CD
• Both are representative of a more general class of disruptive behavior disorders characterized
by emotional, behavioral and self-control problems
• Same but something little added
The labeling of problem behavior from childhood to adolescence: table p2
Disruptive behavior (zie slide voor overzicht)
Development of DSM: ODD and Conduct ➔ one is developmentally speaking for the other
Keys for a definition
Agent: intentionality: an act is aggressive if the actor intended to inflict harm on another (→ intentionality is
very important; you can also cause harm by not doing it intentionally in life)
Act:
- Psychometric approach: instances that share a factor space → questionnaire filled in by the parents or
teachers; checklists → when you do factor analyses, we put it in clusters (a factor = aggressive
behavior) → what is connected etc = ‘umbrella’. We put items in groups and the factor is aggressive
behavior = all of them are in the ‘umbrella’.
- Socio-interactional approach: you can see that the function of an aggressive behavior is to change the
context (e.g., if you are aggressive to another child (takes a toy) → change context: you want to get
the toy) → cause change. Function of the behavior is to get the toy so you change the context, causing
changes.
Coercive antisocial behavior:
- Contingent aversive behavior: one thing depends on the other: when you have a certain kind of
stimuli, you perceive that as something aversive, you react to that. If you have a stimulus (demands
bv) and you can react coercive → you respond contingent to that.
→ aversive stimuli, negative emotional states
- Coercive actions imply intention; are guided by expectations of immediate results (intention can be
seen in terms of expectations)
• Expectations are related with experiences (fe if I bump into my neighbor, I say ‘good morning’
= my experience, when you see them the next morning, you expect them to say it again =
expectation) (fe when you have a punctual classmate that is always good on time, and when
he’s not here, you are worried because your expectations are based on your experiences) →
surprise is when the expectation is breaking
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