Psychosocial and Criminal Assessment PDF

23/10/2024 Psychosocial and criminal assessment in criminology GTF317/3: Introduction to Criminology AP Dr Geshina Ayu Mat Saat...

23/10/2024 Psychosocial and criminal assessment in criminology GTF317/3: Introduction to Criminology AP Dr Geshina Ayu Mat Saat 20 & 22 October 2024 1 Objectives Provide experience of various assessments Explain various assessments that explain components of criminal behaviour Hands-on experience Understand various assessments Outcomes (C) AP Dr Geshina 2024 2 2 1  23/10/2024 3 According to the National Institute of Corrections (2017; see reading material in elearning), evidence-based practices (EBP) have the ability to effect real reductions in recidivism and profiling. EBP has been especially influential in Commonwealth countries (Petersilia 2004). EBP has revolutionised the way criminal conduct is managed in Canada, Britain, Europe, Introduction (C) AP Dr Geshina 2024 Australia, and New Zealand (Ward et al. 2007). EBP is central to the guidance issued in the United States by the National Institute of Justice (Jalbert et al. 2011) and the National Institute of Corrections (Taxman et al. 2004). Correctional systems are increasingly relying upon EBP (e.g., Aos et al. 2006). 3 Why Psychometrics? 4 Nature vs nurture Perspectives and point of view Growth and changes over time Past, present and future actions Performance pathways (C) AP Dr Geshina 2024 4 2  23/10/2024 Definition of Terms PSYCHOMETRICS Psychometrics is a field of study concerned with the theory and technique of psychological measurement. One part of the field is concerned with the objective measurement of skills and knowledge, abilities, attitudes, personality traits, and educational achievement. For example, some psychometric researchers are concerned with the construction and validation of assessment instruments such as questionnaires, tests, raters' judgments, and personality tests. Another part of the field is concerned with statistical research bearing on measurement theory (e.g., item response theory; intraclass correlation). As a result of these focuses, psychometric research involves two major tasks: (i) the construction of instruments (ii) the development of procedures for measurement. Practitioners are described as psychometricians. (C) AP Dr Geshina 2024 5 5 Definition of Terms PSYCHOSOCIAL TESTING Psychological testing refers to the administration of psychological and/ or sociological tests. It refers to "an objective and standardized measure of a sample of behavior" (Anastasi & Urbina, 1997: 4). The term sample of behavior refers to an individual's performance on tasks/items that have usually been prescribed beforehand. A score on a well-constructed test is believed to reflect a psychological construct such as achievement in a school subject, cognitive ability, aptitude, emotional functioning, personality, etc. Differences in test scores are thought to reflect individual differences in the construct the test is supposed to measure. (C) AP Dr Geshina 2024 6 6 3  23/10/2024 Principles of Psychosocial Testing Proper psychological testing is conducted after vigorous research and development. According to Shultz & Schultz (2010), proper testing consists of: Standardization - All procedures and steps must be conducted with consistency and under the same environment to achieve the same testing performance from those being tested. Objectivity - Scoring such that subjective judgments and biases are minimized, with results for each test taker obtained in the same way. Test Norms - The average test score within a large group of people where the performance of one individual can be compared to the results of others by establishing a point of comparison or frame of reference. Reliability - Obtaining the same result after multiple testing. Validity - The type of test being administered must measure what it is intended to measure (C) AP Dr Geshina 2024 7 7 Public safety Neuropsychological IQ/achievement tests Attitude tests Types of employment tests tests Psychosocial Personality tests Objective tests (Rating scale Direct observation Assessments or self-report measure) Projective tests (Free response measures) Sexological tests tests Interest tests Biographical Aptitude tests Relationships Communication Information Blank Cultural norms Beliefs 8 (C) AP Dr Geshina 2024 8 4  23/10/2024 Role of assessments in criminology Awareness and education Individual Groups Agencies Decision making based on EBP Scientific method Research rigour Standards Diagnosis Rehabilitation Prevention Prediction Achievement of safety and security goals SDG 16 & 17 Agenda 2030 (C) AP Dr Geshina 2024 9 9 Role of assessments in criminology (C) AP Dr Geshina 2024 10 10 5  23/10/2024 Extracted from: Olesen et al (2012), n= 1040 probation officers (C) AP Dr Geshina 2024 11 11 Psychometrics in Criminology Practice Trait Guide Emotion Actuarial Attitude Assess Aptitude Determine Clinical Skills Profile Observation Project Perception Learning Professional Monitor Structured Distortion Judgement Rehab Cognition Treat Spiritual Etcetera (C) AP Dr Geshina 2024 12 12 6  23/10/2024 Hope, L., Gabbert, F., Fisher, R. P., & Jamieson, K. Memory Recall Test (2014). Protecting and enhancing eyewitness memory: The impact of an initial recall attempt on performance in an investigative interview. Applied Cognitive Psychology, 28(3), 304-313. (C) AP Dr Geshina 2024 13 13 MEMORY RECALL TEST I https://www.youtube.com/watch?v=lPJAost30TY Actual robbery in a grocery store https://www.youtube.com/watch?v=lBNL51uPYtQ Demonstration (C) AP Dr Geshina 2024 14 14 7  23/10/2024 Memory Recall Test II An eyewitness memory is a person's episodic memory for a crime or other dramatic event that he or she has witnessed (Loftus, 1980). Eyewitness testimony is often relied upon in the criminal justice system. It can also refer to an individual's memory for a face, where they are required to remember the face of their perpetrator, for example (Megreya & Burton, 2008). However, the accuracy of eyewitness memories is sometimes questioned because there are many factors that can act during encoding and retrieval of the witnessed event which may adversely affect the creation and maintenance of the memory for the event. Mistaken eyewitness identification is responsible for more convictions of the innocent than all other factors combined (Haber & Haber, 2000). (C) AP Dr Geshina 2024 15 15 Memory Recall Test II Roles: Victim recall Witness recall Implantation of false memories Instructions: 1. 1 criminologist 1 crime victim 2. Criminologist creates a list of ten 3 alphabet nonsense words without the knowledge of the crime victim. 3. Give the list to the crime victim to memorise. Time: 30 seconds. The crime victim CAN NOT touch the paper, or hold any stationary in hands. 4. After 30 seconds, the criminologist takes away the paper. The crime victim writes down the list to the best of his/her ability in 30 seconds. 5. Repeat steps 3 & 4 until complete. 6. Change roles. (C) AP Dr Geshina 2024 16 16 8  23/10/2024 Memory Recall Test II (Example) FNX BJR VTC ZLN DWS (C) AP Dr Geshina 2024 17 17 SOURCE: Buss, A. H., & Perry, M. P. (1992). Aggression Questionnaire The aggression questionnaire. Journal of Personality and Social Psychology, 63, 452-459 18 9  23/10/2024 Introduction This self-report inventory makes it possible—and practical—to routinely screen children and adults for aggressive tendencies. The Aggression Questionnaire (AQ) measures an individual’s aggressive responses and his or her ability to channel those responses in a safe, constructive manner. As it takes just 10 minutes to complete, the AQ can be administered quickly to large numbers of people. The AQ is a full revision of the Buss-Durkee Hostility Inventory, a longtime standard for assessing anger and aggression. (C) AP Dr Geshina 2024 19 19 Background Source: Evren et al (2011) Aggression is a multidimensional construct that develops within a complex interaction of biological, psychological, social, and cultural factors. While aggressive acts are state phenomena, trait aggressiveness refers to a disposition to behave aggressively across various situations and over repeated occasions. Aggression is a potential predictive factor of later criminal activity during adolescence and a psychological topic of particular relevance in forensic and clinical contexts. Aggression plays a prominent role in clinical disorders, in conjunction with maladjusted and socially inappropriate behavior, in the case of criminal offenders, or even in conflicts at school or in a partnership. Previous studies explored the associations between trait aggression and suicide, particularly among dependent populations such as alcohol dependents and cocaine dependents. To predict if somebody will behave aggressively is not only important for the patient within the institutions himself, but also in some cases, it can be useful for the staff as well. The association between substance abuse and aggressiveness is undoubtedly complex, but a series of investigations with first graders revealed that boys who were identified by teachers/peers as more aggressive are more likely to use drugs in the future. (C) AP Dr Geshina 2024 20 20 10  23/10/2024 Background The association between substance abuse and aggressiveness is undoubtedly complex, but a series of investigations with first graders revealed that boys who were identified by teachers/ peers as more aggressive are more likely to use drugs in the future. Early aggressive behavior was found predictive of later substance abuse and conduct disorder symptoms have been observed to begin some years before regular drug use. White et al. (1998) found that early aggressive behavior leads to an increase in alcohol use, and that alcohol use does not lead to later aggressive behavior. Leonard and Senchak (1998) found a significant relationship between heavy alcohol use and premarital aggression. Naturalistic studies have also shown a link between severity of aggression and level of alcohol consumption. The trait-aggression level of patients with alcohol dependence was compared with the trait aggression level in a population sample, and a significantly higher level of aggression in the alcoholics was found. (C) AP Dr Geshina 2024 21 21 Aggression Questionnaire Short Form (AQ-SF) Source: Bryant, F. B., & Smith, B. D. (2001). Refining the architecture of aggression: A measurement model for the Buss-Perry aggression questionnaire. Journal of Research in Personality, 35(2), 138-167. (C) AP Dr Geshina 2024 22 22 11  23/10/2024 Scoring AQ-SF Criminologist: Add all items with the same code. You should have four scores representing totals for P, V, A, and H. Plot a graph with x and y axis. Mark the locations for P, V, A, and H. Circle the highest peak for your client. Higher scores indicate greater behavioral issues (C) AP Dr Geshina 2024 23 23 Institute of Behavioral Research. (2022). TCU Criminal Thinking TCU CTS 3 Scale 3 (TCU CTS 3). Fort Worth: Texas Christian University, Institute of Behavioral Research. (C) AP Dr Geshina 2024 24 24 12  23/10/2024 TCU CTS 3 Designed to provide a baseline measure of an offender’s “criminal thinking,” items in the TCU CTS 3 refer to current or recent thinking and behaviors rather than static criminal history. Thus, the TCU CTS 3 also can serve as a measure of change in criminal thinking when administered repeatedly over time. 36-item instrument Takes between 5 and 10 minutes to complete For each of the scales, items are rated using a 5-point Likert-type scale (1 = disagree strongly, 2 = disagree, 3 = uncertain, 4 = agree, 5 = agree strongly). Scales: Entitlement Justification Personal Irresponsibility Power Orientation Cold Heartedness Criminal Rationalization (C) AP Dr Geshina 2024 25 25 TCU CTS 3 Entitlement (EN) conveys a sense of ownership and privilege and misidentifies wants as needs. Offenders who score high on the EN scale believe that the world “owes them” and they deserve special consideration. Justification (JU), also referred to as Mollification within the BOP RDAP, reflects a thinking pattern characterized by the offender’s minimizing the seriousness of antisocial acts and by justifying actions based on external circumstances. High scores on this scale suggest that antisocial acts are justified because of perceived social injustice. Personal Irresponsibility (PI) assesses the degree to which an offender is willing to accept ownership for criminal actions. High scores suggest an offender’s unwillingness to accept responsibility and are associated with the offender’s casting blame on others. (C) AP Dr Geshina 2024 26 26 13  23/10/2024 TCU CTS 3 Power Orientation (PO) is a measure of need for power and control. Offenders who score high on the PO scale typically show an outward display of aggression in an attempt to control their external environment, and they try to achieve a sense of power by manipulating others. Cold Heartedness (CH) addresses callousness, and high scores on this scale reflect a lack of emotional involvement in relationships with others. Criminal Rationalization (CN) displays a generally negative attitude toward the law and authority figures. Offenders who score high on this scale view their behaviors as being no different than the criminal acts they believe are committed every day by authority figures. (C) AP Dr Geshina 2024 27 27 Love Attitude Scale Hendrick, C., Hendrick, S. S., & Dicke, A. (1998). The love attitudes scale: Short form. Journal of Social and Personal Relationships, 15(2), 147-159 (C) AP Dr Geshina 2024 28 28 14  23/10/2024 Introduction This is a shortened version of the original and revised Love Attitudes Scale (Hendrick & Hendrick, 1986, 1990). The original has 42 items, making up six different subscales (each with 7 items) that represent six different love styles: EROS (passionate love) LUDUS (game-playing love) STORGE (friendship love) PRAGMA (practical love) MANIA (possessive, dependent love) AGAPE (altruistic love) The shortened version maintains the same structure of subscales, but shrinks each subscale to 3 items. Thus, the shortened version is an 18-item measure of love attitudes. Respondents answer each item using a 5-point scale, ranging from 1 (strongly disagree), 2 (moderately disagree), 3 (neutral), 4 (moderately agree), 5 (strongly agree). Participants are instructed to answer questions with their current partner in mind. However, the instructions state that if the respondent does not currently have a partner, he or she should answer with their most recent partner in mind. If, however, the respondents have never been in love, the instructions state that they should provide whatever answer they believe would be true. (C) AP Dr Geshina 2024 29 29 LAS-SF 1 (strongly disagree) 2 (moderately disagree) 3 (neutral) 4 (moderately agree) 5 (strongly agree) (C) AP Dr Geshina 2024 30 30 15  23/10/2024 LAS-SF 1 (strongly disagree) 2 (moderately disagree) 3 (neutral) 4 (moderately agree) 5 (strongly agree) (C) AP Dr Geshina 2024 31 31 Interpretation Primary love styles Eros = passionate love Ludus = game-playing love Storge = friendship love (pronounced as stor-gay) Secondary love styles Pragma = logical, "shopping list" love Mania = possessive, dependent love Agape = all-giving, selfless love The higher the score, the more strong the love style. (C) AP Dr Geshina 2024 32 32 16  23/10/2024 Objectives Outcomes Provide experience of various assessments Hands-on experience Explain various assessments that explain Understand various assessments components of criminal behaviour (C) AP Dr Geshina 2024 33 33 17