qCU7-Psychological-Theories

Psychological theories provide insights into crimes and criminality by examining the relationship between intelligence, personality, learning, and criminal behavior.
Focus on distinguishing characteristics between criminals and noncriminals, assuming that psychological issues underpin criminal behavior.
These theories suggest that individual differences in thinking processes can lead to criminal activities, emphasizing the significance of thoughts and feelings in dictating actions.

Psychological Explanations: Shift the focus from external factors to internal psychological issues affecting individual behavior.
Individual Differences: Highlight that the divergence in psychological makeup contributes to variations in criminal behavior.

Failures in Psychological Development: Parallels suggesting that individuals may falter in crucial developmental stages affecting behavior.
Learned Behaviors of Aggression and Violence: Recognizing that aggression can be a learned response through various experiences.
Inherent Personality Traits: Suggest that certain traits may predispose individuals to engage in criminal activities.
Relationship of Criminality to Mental Illness: Indicates a potential link between mental health issues and criminal behavior.

Developed by Sigmund Freud, positing that unconscious mental processes, rooted in early childhood experiences, shape personality.
Freudian Psychoanalytic Theory: Suggests that personality unfolds through a series of stages, with conflicts arising from the interplay of basic drives (ID) and societal expectations.
Human Psyche Components:
- ID: Represents primal urges and drives; unchecked may lead to destructive behavior.
- Ego: Rational part balancing ID impulses with reality.
- Superego: Moral aspect formed through societal and familial influences, responsible for guilt and ethical considerations.

Advocated by Albert Bandura, emphasizes observable behavior influenced by the environment.
Classical Conditioning: Originates from Pavlov's work, associating stimuli with responses (e.g., dogs correlating bells with food).
**Types of Behavioral Learning:
- Classical Conditioning: Associating neutral stimuli with natural responses.
- Operant Conditioning: Behavior modification through reinforcement or punishment.
- Observational Learning: Learning by observing and imitating others.

Focuses on stable traits that define individual behavior across multiple situations; governed largely by biological factors.
Eysenck's Dimensions of Personality:
- Extroversion vs. Introversion: Indicates orientation towards social interaction.
- Neuroticism vs. Stability: Differentiates between emotional responses to stress.
- Psychoticism vs. Socialization: Reflects tendencies towards aggression and societal interaction.

Formulated by Jean Piaget, emphasizes cognitive development and how it influences behavior.
**Cognitive Development Stages:
1. Sensorimotor (birth - 2 years)
2. Preoperational (2 - 7 years)
3. Concrete Operational (7 - 11 years)
4. Formal Operational (12 years and up)**
Recognizes the significance of moral reasoning, where individuals navigate through distinct stages of moral growth (Kohlberg).

Historically, low intelligence has been linked to increased crime rates, particularly during socialization stages.
Poor verbal intelligence can hinder socialization, leading to antisocial behavior.
The educational aspect plays a role, as weak academic performance correlates with increased likelihood of engaging in crime.

Intelligence Quotient (IQ): Lower IQ linked with heightened crime risk, while high IQ can sometimes correlate with dangerous criminal behavior.

Bandura, Albert. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
Hirschi, Travis and Michael Hindelang. (1977). Intelligence and delinquency: A revisionist review. American Sociological Review, 42, 471−586.
Kohlberg, L. (1969). Stages in the Development of Moral Thought and Action. New York: Holt, Rinehart and Winston.
Piaget, Jean. (1932). The Moral Judgment of the Child. London: Kegan Paul.