PSY 310 Module 3 Worksheet

docx

School

Southern New Hampshire University *

*We aren’t endorsed by this school

Course

310

Subject

Psychology

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by BrigadierWater36359

PSY 310 Cumulative Risk Model Julia Kiedaisch PART I Instructions: Read through the scenario and respond to the questions below. Lisa is accused of luring a group of men into a park where they are attacked by a criminal street gang. She is also a gang member, and this is part of her initiation. She had a very strict upbringing and was physically abused by her older brother and father growing up. At age 13, she befriended some gang members who let her hang around with them. She started skipping school and committing petty crimes such as theft and burglary. Her gang got into a fight with a rival gang, and she was injured, requiring stitches and X-rays. A police report was filed, although no charges were brought against her. Upon further investigation, you learn that Lisa was enrolled in several honors classes in her freshman year of high school before she started skipping school to be with her gang. In order to gain entrance to the honors classes, she was tested by the school psychologist for intelligence (IQ) and personality traits to determine the best fit for her academically. She had an IQ of 120, which is highly intelligent. Her personality traits, however, revealed that she was outgoing, quick to anger, had problems with authority, and charming with her peers. She was sent to the school counselor to help her with anger management, but only attended three sessions before dropping out of school. Using the Criminal Data Guide document and thinking about the cumulative risk model, respond to the following: 1. What questions would you have asked to find out the information regarding Lisa’s school history? a. How would you describe Lisa as a classmate? i. Did she have a lot of friends? ii. Was she well-liked by her peers? b. Was she a good student? c. Or did she struggle within her courses that may have added stress? d. How did she respond to orders from her authority figures (teachers, principle)? e. Was Lisa involved in any clubs or sports? f. Has any teacher ever noticed a decrease in Lisa’s participation/work level in class? If so, when? g. We have heard what Lisa might’ve grown up in an abusive environment, have you ever seen her come into school with any bruises or lashes/cuts? 2. What other types of information would be important to ask about to further investigate this case?

a. Some other types of information that would be important to gain to further investigate this case would be her home life and her childhood. By learning about her childhood and family environment it can give us insight of how she might’ve gotten involved with the gang in the first place. Information about her life at home can also give insight to if she was exposed to risk factors that could’ve also contributed to her involvement with the gang. Some of those risk factors being, family members or close relatives involved with gangs, any family history of criminal activity or any additional abuse. I would also ask the family members or relatives about the abuse from her father, and if they even knew about the abuse in the first place. Learning about her family environment and her childhood, it could provide insight into Lisa’s motivation to being involved with the gang and committing crimes. 3. Does Lisa’s IQ play a role in her behavior? Explain using psychological theories to support your response. a. Lisa’s IQ does not play a role in her behavior, the following quote I have read from our book explains that there is a relationship between the IQ of an individual and their deviant or delinquent behaviors. “That is, a low IQ leads to poor performance and negative attitudes toward school, which in turn leads to school failure and ultimately to delinquency. Low IQ does not directly lead to delinquency. A high IQ, on the other hand, leads to good performance and positive attitudes toward school, which in turn leads to the internal acceptance of conventional values and conformity (non-delinquency).” (Bartol, C. R., & Bartol, A. M., 2020). We can gather from this statement that it is more common for an individual with a low IQ to be involved with delinquent behavior than for individuals with a higher IQ like Lisa. Lisa has an IQ score of 120 which is considered high, for someone with her IQ you would expect her to be making honor roll and national honor society with volunteer work, not being involved with gangs and crime. With her IQ level it would explain why she would not want to be involved with gangs or crime, but instead she took the opposite route. 4. What role does Lisa’s age play in predicting her future criminal behavior? Are there developmental risk factors involved? Use psychological theories to support your rationale. a. The following quote explains how the coercion developmental theory can play a role into an individual's deviancy patterns. “The theory argues that the key predictor of early-onset offending is the family environment in which the child learns to use coercive behaviors, such as temper tantrums and whining, to escape parental discipline and

authority.” (Bartol, C. R., & Bartol, A. M., 2020). For example, these behaviors were formed at home for Lisa. It is said that she was abused by her father and brother, if this is true, this could be where she gets having troubles with authority figures and started committing crimes at a young impressionable age. She is still so young and impressionable, if she keeps going down the same path with the gang and committing crimes, the pattern will stick. But because she is still so impressionable, she is still able to change the pattern and flip the script from in a gang and skipping school to graduating with honors. 5. Based upon psychological theories, what interventions might have prevented or reduced the likelihood of Lisa’s behavior? a. One thing that was out of her control but would have benefitted her was if she had been born into a family environment that was positive, caring and loving. If she had been, she might have never been interested or exposed to criminal or gang activity. But instead, she was born into a family environment that was negative and possibly toxic and abusive and if she had possibly been taken out of that environment, she could’ve gone down a different path than the one she went down. Another intervention that could’ve prevented or reduced the likelihood of Lisa’s behavior would be the influence of a teacher authority figure. Lisa is a smart student, she has an IQ score of 120, a teacher has the opportunity as an authority figure to look past her deviant behavior and connect with her in a deeper level to get through to her. To make it known that she can be known for more than just her deviant behavior, she can be known for being a young girl who was in a gang but realized her potential and dug her way to the top of success. The influence of a teacher can completely flip the scrip in a student's life like Lisa’s. Since she has been involved with the law and gangs, maybe she could benefit from seeing a counselor that could connect with her to have a positive effect on her life. PART II Instructions: Read the scenario below and respond to the questions. Grant is a 14-year-old male from a poor home. Both of his parents work opposite shifts to make ends meet. Since Grant in the oldest child, he is often tasked with watching his younger brother and sister. However, when his parents are home, they are frequently tired and unable to pay much meaningful attention to their kids. Grant has several friends at school that he is close to, and they are all in advanced placement classes. The school measured Grant’s IQ at 115, making him smarter than most of his peers. He really does not have to study much to get good grades, so he hangs out with two other friends and drinks alcohol with them. He is not well-liked by most of his peers who make fun of him because he is tall, smart, and gangly in appearance. Sometimes, the only meal he eats is at school as part of the lunch program because his parents do not have the time to make dinner. Last week, he was arrested for hacking the school’s computer system to change a

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

few grades for his friends. Although never charged, he also hacked into a chain of local gas stations’ computer systems and tried to change gas prices, mainly because he was bored. 1. What risks does Grant have according to the cumulative risk model? a. Poor impulse control b. Poverty c. Exposure to alcohol d. Sometimes the only meal he gets is school lunch i. Malnutrition as a result possibly, they mention he looks “gangly” e. Neglectful parents f. Bullied for his appearance and education level (IQ of 115, “too smart” for his peers”) 2. How might these risks be realistically reduced? a. One example of how these risks might be realistically reduced is if his parents magically became more involved within his life. In the synopsis it explains that Grant’s parents work opposite shifts every day just to make ends meet. Whenever they are gone and even when they are home Grant has to watch himself and his siblings because of his parents’ neglect. His parents can’t even put food on the table, his only meal most days comes from school. More time with his parents without the pressure of watching his siblings could be an opportunity to connect with them on a deeper level. Another example of how these risks could be reduced would be though Grant putting himself out more and joining wither a club or trying out for a sport. By doing so Grant would have the opportunity to make new friends outside of the school setting (meaning outside of actual schoolwork) and can bond with new people about something they both have in common. It could even be through a computer/robotics club, video game club or some kind of academic club. Somewhere he can make new friends within the same intelligence and interest level as him.

Citation Bartol, C. R., & Bartol, A. M. (2020). Criminal Behavior: A Psychological Approach (12th ed.). Pearson Education (US). https://mbsdirect.vitalsource.com/books/9780135618813

Related Documents

Trauma-Informed Assessment .docx

Ch 24 - Personality Disorders Study Guide.docx

Ch 13 - Bipolar and Related Disorders Study Guide.docx

Screenshot 2024-02-15 at 4.44.40 PM.png

MAPIMACI2010.doc

ITALIAN-7178-Lesson Plan.docx

lifespan ch15&16 quiz.docx

IMG_4703.png

Pearson_M6_PrepGuide.docx

Screen Shot 2024-01-06 at 2.52.54 PM.png

Activity #5.docx

Document14.docx

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)

Psychology

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:PEARSON

Cognitive Psychology

Psychology

ISBN:9781337408271

Author:Goldstein, E. Bruce.

Publisher:Cengage Learning,

Introduction to Psychology: Gateways to Mind and ...

Psychology

ISBN:9781337565691

Author:Dennis Coon, John O. Mitterer, Tanya S. Martini

Publisher:Cengage Learning

Psychology in Your Life (Second Edition)

Psychology

ISBN:9780393265156

Author:Sarah Grison, Michael Gazzaniga

Publisher:W. W. Norton & Company

Cognitive Psychology: Connecting Mind, Research a...

Psychology

ISBN:9781285763880

Author:E. Bruce Goldstein

Publisher:Cengage Learning

Theories of Personality (MindTap Course List)

Psychology

ISBN:9781305652958

Author:Duane P. Schultz, Sydney Ellen Schultz

Publisher:Cengage Learning

SEE MORE TEXTBOOKS

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning