3-1 Worksheet Cumulative Risk Model

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310

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Psychology

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Dec 6, 2023

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PSY 310 Cumulative Risk Model Worksheet Instructions: Complete PART I and PART II below. 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? To understand Lisa's educational background, I would have asked about her early enrollment and school history, including any preschool or childhood programs she attended. I'd inquire about academic strengths, participation in advanced classes, and her interactions with teachers and peers. Exploring transitions, I'd seek information on events influencing her attitude towards school. Regarding referrals to psychologists and counselors, I'd aim to understand results, recommendations, and outcomes. Investigating family dynamics, I'd explore the impact of the family environment on her academic journey. This comprehensive inquiry aims to uncover factors contributing to Lisa's disengagement from the education system. 2. What other types of information would be important to ask about to further investigate this case?

Beyond exploring Lisa's academic history, it's vital to investigate several key aspects in this case. This includes gaining insight into her gang involvement—initiation, roles, and criminal activities. Examining her legal record, family dynamics, psychological well-being, substance abuse history, and social relationships within and outside the gang are equally critical. Additionally, understanding Lisa's motivations, community involvement, and any existing legal measures provides a comprehensive view for a more nuanced investigation. This multifaceted approach aims to unveil the complexities of Lisa's background, motivations, and potential risk factors, contributing to a more informed understanding of the case. 3. Does Lisa’s IQ play a role in her behavior? Explain using psychological theories to support your response. Lisa's above-average IQ of 120 likely plays a role in her behavior, contributing to her cognitive processes. According to psychological theories like the Trait Theory, her outgoing and quick-to- anger traits are essential factors. The Social Learning Theory emphasizes the influence of her environment, particularly her engagement with a gang, on her behavior. While her intelligence may shape how she navigates this environment, it's not the sole determinant of her actions. Additionally, considering her history of abuse and strict upbringing, theories such as Attachment Theory and Social Control Theory underscore the lasting impact of early-life experiences on criminal propensity. In summary, Lisa's IQ is a contributing factor, but a comprehensive understanding of her behavior requires considering her personality traits, life experiences, and social context. 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. Lisa's age is pivotal in predicting future criminal behavior, considering developmental risk factors. Life Course Theory suggests criminal behavior evolves over one's lifespan, highlighting adolescence as a crucial period for shaping trajectories. Ongoing prefrontal cortex maturation aligns with brain development theories in understanding criminal behavior. Moffitt's typology distinguishes between adolescent-limited and life-course-persistent offenders, offering insights into Lisa's potential trajectory. Psychosocial developmental theories, like Erikson's, emphasize identity formation during adolescence, impacting behavior. Social Control Theory underscores the significance of strong social bonds in deterring criminal behavior, prompting an examination of Lisa's connections. In summary, Lisa's age, particularly in adolescence, is central to predicting future behavior, and understanding these developmental risk factors is key for informed interventions.

5. Based upon psychological theories, what interventions might have prevented or reduced the likelihood of Lisa’s behavior? Reflecting on psychological theories, potential interventions for Lisa's situation could have included early support programs aligned with Life Course Theory, Cognitive-Behavioral Therapy for addressing maladaptive behaviors, and positive youth development initiatives focusing on mentorship. Family therapy might have improved family dynamics, while educational and community-based programs, informed by Social Control Theory, could have provided support and alternatives. Addressing mental health concerns and implementing peer mentorship programs within schools align with diverse psychological theories. Combining these targeted interventions might have effectively reduced the likelihood of Lisa engaging in criminal behavior. 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 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. Using the Criminal Data Guide document and thinking about the cumulative risk model, respond to the following: 1. What risks does Grant have according to the cumulative risk model? Grant grapples with a myriad of risks in accordance with the cumulative risk model, presenting a complex array of challenges. His family's low socioeconomic status and parents' demanding work schedules create a foundational risk. Grant, despite possessing an IQ of 115, faces academic risks due to association with friends engaged in alcohol consumption and a lack of academic

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stimulation. Socially, he contends with peer mockery and associates with those involved in risky behaviors. Nutritional risks arise from irregular meals, sometimes relying on school lunch. Recent criminal activities, like hacking, underscore his engagement in risky behavior. Grant's actions, driven by boredom, indicate a need for positive outlets. Negative peer perceptions based on appearance and intelligence further compound his challenges. Addressing these cumulative risks is vital for crafting effective interventions to support Grant and prevent adverse outcomes. 6. How might these risks be realistically reduced? Mitigating risks for Grant involves a practical, multifaceted approach. Connecting his family with local social services for financial relief, adjusting parental schedules through workshops, and offering stimulating academic activities can collectively alleviate challenges. Fostering positive peer relationships, ensuring consistent access to nutritious meals, and introducing mentorship programs provide crucial support. Counseling services address emotional challenges, while skill- building activities offer positive outlets. Community engagement and a rehabilitation-oriented approach to legal consequences further contribute to a comprehensive strategy for reducing risks and supporting Grant's positive development.

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