AS to A2

1. AS to A2 June 10th – 26th

2. Aims of these sessions • To develop students understanding of psychological research on The Turning to crime unit for forensic psychology.(Upbringing and Cognition) • To outline the strengths and weaknesses of the different approaches and perspectives that explain crime using A2 issues and debates • To encourage and promote good practice in students which are essential for success at A2 psychology, such as independent study and keeping a collection of all relevant newspaper articles linked to real-life application for Forensic psychology.

3. Outcomes …. Hopefully! • Outline and explain the main details (Aim/Sample/method/Procedure/Results/Conclusions/Real-life applications) of all research into the Upbringing and Cognitive sections of Turning to crime. • Evaluate the strengths and weaknesses of The upbringing and Cognitive explanations of crime, using the argument/counter-argument structure, with considered use of A2 evaluative issues and debates in written form • Students will be able to produce documentation in a folder (or e-document) that shows evidence of researching and understanding newspaper articles which relate to the material covered in the Turning to crime unit. • Summer task = researching, and answering all questions in the learning pack on The Biological approach

4. The A2 Exam! • Start as we mean to go on! • Focus on the exam throughout – no January exam so both papers will be taken in the summer 2014 • There are 2 papers: • G544 Approaches and Research Methods in Psychology • G543 Options in Applied Psychology

5. G544 Approaches and Research Methods in Psychology • The approaches part of the paper requires you to know the: • assumptions, • theories , • strengths and • weaknesses of the 5 approaches you looked at in AS psychology • What were they??? • In addition, the paper will also cover: • Behavioural approach ~ Bandura • Psychodynamic approach ~ Freud

6. G544 Approaches and Research Methods in Psychology • The research methods part focuses on • Methodology • Evaluation • Thinking! – future research / alternatives / improvements • This section will also cover debates / issues within psychology • What might this include? • Nature nurture • Determinism vs free will • Reductionism • Psychology as science • Usefulness of research

7. G543 Options in Applied Psychology • The options paper is all about applying psychology in real-life settings • Your task will be to research 4 questions and write a 200-300 word discussion of each • This part of the paper will provide you with options from 4 areas of psychology • Forensic • Health • Sport • Education • The Psychology team are still developing the material for September

8. But for now…. • We know that you will definitely be covering Forensic • Learning packs • These are your packs for the next few weeks and also have your summer independent learning tasks in …. Guard them with your life! • Structure…. • Studies …

9. Any questions?

10. Lets get thinking • What is crime? • Why do people commit crime? In groups develop some ideas to answer these 2 questions

11. TURNING TO CRIME UPBRINGING

12. Upbringing ~ Real life…. • Jamie Bulger

13. Independent learning • Complete the ‘what makes us turn to crime?’ task in the learning pack • Read the worksheet on the real-life case of the Jamie Bulger murder

14. Aims: 1. Document start, duration & end of offending from childhood to adulthood in families. 2. Investigate influence of life events (risk, protective factors & intergenerational transmission) on offending and anti-social behaviour. Longitudinal study (+30yrs)- data gathered via interviews, questionnaires, tests & searches of criminal records 414 boys aged 8-9 born in 1953/4 from 6 state schools in East London-mostly white W/C 397 families involved (including 14 siblings & 5 twins) At age 48, 394 were still alive, out of these, 365 were interviewed (93%) Disrupted familiesThe Cambridge Study in delinquent development:Farrington (1997)

15. The Cambridge Study in delinquent development:Farrington (1997) • Results: • 161 had convictions at age 48. • Offences & offenders peaked at age 17 then 18. • If convicted at age 10-13, (av 9 crimes) nearly all reconvicted. • If convicted at age14-16 (av crimes 6). • These 2 groups committed 77% of all crimes in the study. • 93% Self- reported crime (not in official stats).

16. The Cambridge Study in delinquent development:Farrington (1997) • 7% ‘chronic offenders’ (50% of all offences). • Of these, conviction careers lasted for 14-35yrs- these ‘persisters’ (crimes before & after age 21) more likely to have a convicted parent, high daring, delinquent siblings, a young mother with poor child rearing practices, low popularity, disrupted family (e.g. separation, conflict), low family income, large families with multi-problems. Same pattern for ‘desisters’ (crimes only up to age 20) • Successful lives (turning away from crime)-78% at age 32, increased to 88% at age 48. Even ‘persisters’ improved to 65% between age 32-48.

17. The Cambridge Study in delinquent development:Farrington (1997) Conclusion: • The Cambridge Study shows the extent to which different types of offenders (persisters, desisters and late onset offenders) might have been predicted in childhood, at age 8–10. • The results show that early onset is an important predictor of career length. • Most important risk factors are; criminality in the family/ poverty/ poor child-rearing/ poor school performance/ impulsiveness • .

18. The Cambridge Study in delinquent development:Farrington (1997) Implications • Risk assessment devices could be developed based on these results. It is especially important to predict the length (or residual length) of criminal careers to ensure that valuable prison space is not wasted by imprisoning people who are about to stop offending. • Would be beneficial to introduce early intervention programme targeted at under 10’s to break the cycle.

19. ISSUES TO CONSIDER IN ORDER TO EVALUATE THIS STUDY • Nature – nurture • Determinism v Free Will • Can it be generalised? • Problems of correlational data • Reductionism v multiple causation • Methodology- longitudinal study • Qualitative and Quantitative data • Can not explain crimes of passion and impulsive offences

20. TURNING TO CRIME LEARNING FROM OTHERS

21. Task… • In your groups, develop some reasoning as to why the rioters behaved the way they did • Feedback • http://www.youtube.com/watch?v=7hPlf9f0iYQ

22. Learning from others ~ Real life • Another theory as to why people turn to crime is • Learning from others • A real life situation where this could be applied is the London Riots 2011

23. London Riots 2011 • August 2011 saw thousands of people rioting in London which then spread to numerous towns and cities across England • Chaos generated looting, arson and mass police presence • Started following the death Mark Duggan ~ shot dead by police • Police were informed that if public concern for his death was not addressed riots could occur

24. Protests started and protestors became angry after it was alleged that during this a 16 year old girl was attacked by police after provoking them • Domino effect from then on • About 3,100 arrests made • Approx 1,000 of these were charged • Total 3,443 crimes across London linked to the riots • 999 calls rose 300% on one night ~ from 5,400 to 20,800 • 5 deaths • 16 injured • £200 million property damage

25. Debate • Generated significant debate among politicians, social and academic figures… • …in relation to the causes and context in which all this occurred

26. What actually happened? • BBC live http://www.youtube.com/watch?v=Mm8r8I7ApDQ Live coverage shortly before the hooligans stole the BBC camera and smashed up their camera truck. They withdrew from filming until the next day due to the dangers as police had absolutely no control and just stood back.

27. http://www.youtube.com/watch?v=DNh-fTv1Gm8 • Man helped and then robbed ~ what reasoning? • http://www.youtube.com/watch?v=qTkVKifAfmc • Pure criminality / ‘copycat’

28. Some explanations • Some attributions for the rioters behaviour have included… • Structural factors: • Racism • Classism • Economic decline • Cultural factors: • Pure criminality • Hooliganism • Breakdown of social morality • Gang culture

29. Social learning theory • What is it? • Learning through observation and imitation~ Bandura • Reinforcement – positive and negative • Vicarious reinforcement • Focus on internalising or adopting another person’s behaviour

30. Task… • Who makes an effective role model and why? Write one quality as to what makes an effective role model

31. Learning from othersTheory of differential associationSutherland (1939) • The theory is based on the behaviourist ideas about learning principles explaining criminality: • The theory was presented in the form of 9 principles: • Criminal behaviour is learned- Not result of biology- so crime can only be invented by influence of others • Criminal behaviour learned from others in a process of communication- usually verbal form or gestures from others, not independent of others. • Learning criminal behaviour occurs within intimate personal groups- intimate personal groups have largest influence on learning criminal behaviour, not impersonal agencies such as media

32. Theory of differential associationSutherland (1939) • Learning criminal behaviour includes techniques of committing crime, rationalisations and attitudes- learning the ‘trade’ from someone and attitudes taken and excuses made for behaving in a criminal fashion. • Motives & drives are learned from defining legal codes as favourable or unfavourable- Some laws seen as pointless or discriminatory so people feel they can flaunt them e.g. underage drinking. • Delinquency occurs by learning definitions in favour of violation of law rather than lack of violation- Individuals become criminal due to repeated contacts with criminal activity and lack of contact with non-criminal activity

33. Theory of differential associationSutherland (1939) • Differential associations (contacts with criminals over non-criminals) vary in frequency, duration, priority & intensity- precise description of criminal behr is possible in quantitative form by analysing the no. of contacts with criminals (appropriate formula for this not yet developed!). • Learning criminal behaviour by association with criminals is the same as any other learning-nothing ‘special’ or ‘abnormal’ about criminal behr- not biological or pathological reasons for criminal behr. • Criminal behr is an expression of needs & values, but it is not explained by those general needs and values-stealing to obtain money is no different to needs of an honest worker, so this NEED in itself can not explain theft.

34. ISSUES TO CONSIDER IN ORDER TO EVALUATE THIS STUDY • Nature – nurture • Determinism v Free Will • Reductionism v multiple causation • Crime is ‘socially constructed’? • Theory considers behaviour from social-psychological perspective…this means?

35. Additional Tasks…. BBC Documentary about those closest to the riots Read over Sutherlands Theory in your packs • Research a real life crime which can be explained by Sutherlands theory • Develop a newspaper article describing the crime and explaining it by use of the theory

36. Summer work... • Complete the sub section of Upbringing • Read through the Cognition and Biological explanations of why people turn to crime • Complete the handout given to you by Simon ~ copy can be found on my blog