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2.2 Individualistic theories - Coggle Diagram
2.2 Individualistic theories
Psychodynamic theories
Freuds Psychoanalysis theory
Id (pleasure principle)- unconscious, animal part of the brain
Super ego (morality principle)- conscious or moral rules
Ego (reality principle)- balances out the id and superego
Weak superego- feels less guilt about anti-social actions and less inhibition about acting on ids urges.
Strong superego- feels more guilty and craves punishment to release these feelings.
Deviant superego- successfully socialised, but into deviant moral code
Bowlby's maternal deprivation theory
Studies 44 juvenile thieves and found 39% had suffered maternal deprivation before the age of 5.
Bowlby argues that there is a link between maternal deprivation and criminal/deviant behaviour.
He believed you need a close, continuous relationship with a primary caregiver from birth to the age 5 in order to develop normally.
Latch key child= a child without a parent at home when they return from school.
Affectionless psychopathy= a child who is unable to form meaningful emotional relationships with others.
Eysenck's personality theory
Extraversion vs introversion (E)
Neuroticism vs emotional stability (N)
Extraverted= outgoing, sociable, excitement-seeking, impulsive, carefree, optimism, aggressive, short-tempered and unreliable.
Introverted= reserved, inward-looking, thoughtful, serious, quite, self-controlled, pessimistic, and reliable.
Neurotic= anxious, moody, depressed, dramatic
Emotionally stable= calm, even-tempered, controlled and unworried.
Eysenck devised a personality questionnaire to measure peoples personality traits.
High E and High N score= criminal personality
Psychoticism= tend to be solitary misfits who are cruel, insensitive, aggressive and lacking empathy.
High P score= criminal personality
Learning theories
Sutherland's differential association theory
Edwin Sutherland argues that individuals learn criminal behaviour from family and peer groups. This is due to 2 factors:
Imitation- criminal acquire criminal skills and techniques from observing those around them
Learned attitudes- socialisation within groups exposes individuals to attitudes and values about the law.
Social learning theory
Bandura argues that we learn behaviour through imitating other people.
Models= we model people behaviour and observe whether their actions are being rewarded or punished. Models tend to be male and of higher status.
He studied 4-5 year old who were made to watch an adult model being verbally and physically aggressive towards a bobo doll.
Group 1- saw model being rewarded
Group 2- saw model being punished
Group 3- control group (model was neither rewarded or punished)
Group 1 imitated the behaviour, Group 2 were less likely to imitate behaviour and group 3 imitated behaviour but less than group 1.
Operant learning theory
Rewarded behaviour= more likely to be repeated.
positive reinforcement-
negative reinforcement-
positive punishment-
negative punishment-
Cognitive theories
Criminal personality theory
Yochelson and Samenow- applied cognitive theory to criminality.
Believed criminals had thinking errors that made them more likely to commit a crime.
Thinking errors= lying, secretiveness, need for power, super-optimism, victim stance, lack of trust, etc.
Studied 240 male offenders, most who were in a psychiatric hospital.
Kohlberg's moral development theory
Kohlberg argues that our ideas of right and wrong develop through a series of levels and stages from childhood to adulthood.
preconventional
conventional
postconventional
Suggests criminal moral development is stuck at a less mature level. They are more likely to consider the punishments or rewards rather than the effects on other people.