Psych 476 Notes PDF

J‭ anice‬‭Reid‬ ‭Psy‬‭476‬‭test‬‭Notes‬ ‭Defining‬‭Crimes:‬ ‭‬ ‭Legal‬‭-‬‭crime‬‭is‬‭defined‬‭by‬‭law,‬‭which‬‭is‬‭often‬‭based‬‭on‬‭society's‬‭moral‬‭beliefs.‬‭For‬ ‭example,‬‭a‬‭broker‬‭who‬‭profits‬‭from‬‭an‬‭illegal‬‭stock‬‭transactio...

J‭ anice‬‭Reid‬ ‭Psy‬‭476‬‭test‬‭Notes‬ ‭Defining‬‭Crimes:‬ ‭‬ ‭Legal‬‭-‬‭crime‬‭is‬‭defined‬‭by‬‭law,‬‭which‬‭is‬‭often‬‭based‬‭on‬‭society's‬‭moral‬‭beliefs.‬‭For‬ ‭example,‬‭a‬‭broker‬‭who‬‭profits‬‭from‬‭an‬‭illegal‬‭stock‬‭transaction‬‭is‬‭considered‬‭a‬‭criminal‬ ‭‬ ‭Social‬‭(ex:cheating)l-c‬‭rime‬‭is‬‭a‬‭social‬‭construct‬‭that's‬‭defined‬‭by‬‭societal‬‭attitudes‬‭and‬ ‭norms.‬‭Crime‬‭is‬‭considered‬‭to‬‭be‬‭behavior‬‭that‬‭goes‬‭against‬‭the‬‭common‬‭values‬‭and‬‭norms‬ ‭of‬‭a‬‭society‬ ‭‬ ‭Moral‬‭(higher‬‭being)-‬‭often‬‭associated‬‭with‬‭crime,‬‭but‬‭the‬‭two‬‭aren't‬‭always‬‭congruent.‬‭For‬ ‭example,‬‭homosexuality‬‭was‬‭illegal‬‭in‬‭the‬‭UK‬‭until‬‭1967,‬‭but‬‭is‬‭now‬‭legal‬‭in‬‭same-sex‬ ‭marriages.‬ ‭‬ ‭Psychological‬ ‭(bully)-‬ ‭crime‬‭is‬‭a‬‭result‬‭of‬‭failures‬‭in‬‭psychological‬‭development,‬‭learned‬ ‭behaviors‬‭of‬‭aggression‬‭and‬‭violence,‬‭inherent‬‭personality‬‭traits,‬‭and‬‭the‬‭relationship‬‭of‬ ‭criminality‬‭to‬‭mental‬‭illness.‬ ‭How‬‭are‬‭crimes‬‭measured?‬‭(3)‬ ‭‬ ‭Police‬‭Reports‬‭(UCR)‬ ‭‬ ‭Self‬‭report‬‭(less‬‭reliable)‬ ‭‬ ‭Victimization‬‭surveys‬‭(NIBRS)‬ ‭UCR‬ ‭‬ ‭FBI-‬‭age,‬‭sex,‬‭race‬‭&‬‭offense.‬ ‭‬ ‭(2‬‭parts)-‬‭1:‬‭more‬‭serious‬‭and‬‭2:‬‭less‬‭serious.‬ ‭‬ ‭1-‬‭perceived‬‭as‬‭a‬‭crime‬‭by‬‭the‬‭victim‬‭or‬‭others.‬ ‭‬ ‭2.‬‭Defined‬‭as‬‭a‬‭crime.‬ ‭‬ ‭3.‬‭Become‬‭known‬‭to‬‭LE.‬ ‭‬ ‭4.‬‭Defined‬‭as‬‭crime‬‭by‬‭LE.‬ ‭‬ ‭5.‬‭Accurately‬‭recorded‬‭by‬‭LE.‬ ‭‬ ‭6.‬‭LE‬‭must‬‭report‬‭it‬‭to‬‭the‬‭FBI.‬‭(‬‭more‬‭data‬‭collected).‬ ‭Clearance‬‭rate-‬‭based‬‭on‬‭arrest,‬‭9‬‭homicide‬‭is‬‭the‬‭highest).‬ ‭Hierarchy‬‭rule-‬‭more‬‭serious‬‭crimes‬‭are‬‭reported‬‭to‬‭UCR.‬ ‭Dark‬‭Figure-‬‭how‬‭many‬‭crimes‬‭occur‬‭but‬‭are‬‭actually‬‭reported‬‭to‬‭the‬‭police.‬ ‭NIBRS‬ ‭‬ ‭Comes‬‭after‬‭the‬‭uCr.‬ ‭‬ ‭Has‬‭two‬‭groups:‬‭(A&B).‬ ‭‬ ‭A-‬‭serious,‬‭46‬‭offenses.‬ ‭‬ ‭B-‬‭less‬‭serious‬‭and‬‭11‬‭offenses.‬ ‭‬ ‭Includes‬‭when‬‭and‬‭where‬‭characteris.‬ ‭Hate‬‭crimes:‬‭hate‬‭crimes‬‭statistics.‬ ‭Act‬‭1994:‬‭Disability‬‭date‬‭(‬‭mentally‬‭and‬‭physically).‬ ‭Hate‬‭crimes‬‭sentencing‬‭enhancement‬‭act.‬ ‭In‬‭1996-‬‭church‬‭Arson‬‭Prevention‬‭act.‬ ‭1999-‬‭hate‬‭crimes‬‭prevention‬‭act.‬ ‭Mathew‬‭Separd:‬‭beaten‬‭for‬‭his‬‭sexuality,‬ ‭James‬‭Byrd-‬‭a‬‭rope‬‭around‬‭his‬‭neck‬‭and‬‭dragged‬‭until‬‭death.‬ ‭Matthew-‬‭intro‬‭to‬‭gender,‬‭gender‬‭identity,‬‭etc.‬ ‭NCVS‬  ‭ ‬ 1‭ 2=‬‭survey‬‭and‬‭most‬‭popular‬‭one.‬ ‭‬ ‭In‬‭person‬‭or‬‭by‬‭phone‬‭and‬‭interview‬‭in‬‭household‬‭every‬‭6‬‭months.‬ ‭‬ ‭Most‬‭vulnerable‬‭ones‬‭ages‬‭16-19,‬‭black‬‭male,‬‭and‬‭women‬‭are‬‭usually‬‭victimized‬‭by‬‭people‬ ‭they‬‭know.‬‭85%‬‭20-24‬‭most‬‭vulnerable‬‭to‬‭DV.‬ ‭Status‬‭offenses-‬‭you‬‭can‬‭grow‬‭out‬‭of‬‭the‬‭offense,‬‭(‬‭alcohol,‬‭drinking‬‭etc).‬‭(‬‭you‬‭age‬‭out‬‭21+).‬ ‭Two‬‭risk‬‭groups‬‭for‬‭juveniles-‬‭1.‬‭Offend‬‭into‬‭childhood‬‭and‬‭2.‬‭Severity‬‭of‬‭offense‬‭as‬‭a‬ ‭juvenile.‬ ‭Theories:‬ ‭‬ ‭General-‬‭testable,‬‭public‬‭viewpoint.‬ ‭‬ ‭Personal-‬‭to‬‭you‬‭personally‬‭hypothesis.‬ ‭‬ ‭Beccaria-‬‭human‬‭behavior‬‭driven‬‭by‬‭choice‬‭between‬‭pleasure‬‭or‬‭pain.‬ ‭‬ ‭Classical-‬‭we‬‭have‬‭a‬‭choice.‬ ‭‬ ‭Positivist-‬‭behavior‬‭that‬‭you‬‭see‬‭that‬‭is‬‭bad,‬‭you‬‭pick‬‭up‬‭on‬‭and‬‭think‬‭it‬‭is‬‭okay.‬ ‭Perspectives:‬ ‭Conformity-‬‭want‬‭to‬‭do‬‭the‬‭right‬‭thing,‬‭born‬‭good.‬ ‭Nonconformity-‬‭people‬‭are‬‭born‬‭bad,‬‭we‬‭are‬‭not‬‭disciplined‬‭and‬‭without‬‭rule‬‭will‬‭be‬ ‭running‬‭a‬‭muck.‬‭(needs‬‭rule).‬ ‭Learning-‬‭neutral,‬‭from‬‭our‬‭experiences‬‭we‬‭grow.‬ ‭Social‬‭learning‬‭theory:‬‭observes/DAI.‬ ‭Confirmit‬‭Strain‬‭theory:‬‭means‬‭to‬‭reach‬‭a‬‭goal.‬ ‭Social‬‭control‬‭theory–‬‭community‬‭controls‬‭the‬‭behavior‬ ‭Difference‬‭in‬‭Degree-‬‭were‬‭all‬‭on‬‭a‬‭spectrum.‬‭(‬‭human‬‭and‬‭animals).‬ ‭Difference‬‭in‬‭kind-‬‭two‬‭different‬‭categories.‬‭(‬‭humans‬‭and‬‭animals.‬ ‭Sociological-‬‭group‬‭mind‬ ‭Psychological-‬‭individual‬‭mind/mental.‬ ‭Psychiatric-‬‭medical‬‭pov/FRUED.‬ ‭Development‬‭factors-‬‭most‬‭youths‬‭are‬‭processed‬‭in‬‭family‬‭court.‬ ‭Family‬‭Court-‬‭Civil,‬‭petitions,‬‭judges,‬‭committed‬‭acts‬‭and‬‭delinquents.‬ ‭Criminal-‬‭complaints,‬‭jury,‬‭guilty‬‭and‬‭offender.‬ ‭Conduct‬‭disorder‬‭(CD)-‬‭competitive‬‭pattern‬‭of‬‭behavior‬‭that‬‭impacts‬‭others.‬‭Aggression‬‭to‬ ‭people‬‭and‬‭animals,‬‭theft‬‭etc.‬ ‭Adolescent-‬‭absent‬‭of‬‭support‬‭age‬‭10.‬ ‭Childhood-‬‭before‬‭age‬‭1-‬‭(‬‭3‬‭traits).‬ ‭ODD-‬‭oppositional‬‭defensive‬‭disorder.‬‭(4=‬‭traits)‬‭for‬‭talwast‬‭6‬‭months.‬ ‭Cumulative‬‭risk‬‭model-‬‭sometime‬‭based‬‭on‬‭different‬‭behaviors.‬‭(multiple‬‭risk).‬ ‭Developmental‬‭cascade‬‭model-‬‭dynamic‬‭model,‬‭positive‬‭and‬‭negative‬‭outcomes‬‭(lifespan).‬ ‭Social‬‭Risk‬‭Factors:‬ ‭Summary‬ ‭The‬‭text‬‭discusses‬‭several‬‭theories‬‭related‬‭to‬‭social‬‭learning‬‭and‬‭criminal‬‭behavior.‬‭It‬‭emphasizes‬ ‭that‬‭understanding‬‭cannot‬‭be‬‭solely‬‭based‬‭on‬‭perception,‬‭highlighting‬‭the‬‭importance‬‭of‬ ‭observational‬‭learning‬‭and‬‭reinforcement.‬‭Expectancy‬‭Theory‬‭posits‬‭that‬‭behavior‬‭is‬‭influenced‬‭by‬ ‭expected‬‭outcomes.‬‭Factors‬‭like‬‭frustration‬‭and‬‭self-serving‬‭bias‬‭contribute‬‭to‬‭criminality,‬ 📌 ‭suggesting‬‭that‬‭socialization‬‭plays‬‭a‬‭key‬‭role‬‭in‬‭the‬‭development‬‭of‬‭deviant‬‭behavior.‬ ‭Highlights‬‭-‬‭ ‬ 🤝 ‭1.‬ ‭Social‬‭Learning‬‭Theory:‬‭Understanding‬‭comes‬‭from‬‭social‬‭interactions,‬‭not‬‭just‬‭perception.‬ ‭ ‬  2‭.‬ ‭Expectancy‬‭Theory:‬‭Behavior‬‭is‬‭influenced‬‭by‬‭expected‬‭outcomes.‬‭ ‬ ‭3.‬ ‭Observational‬‭Learning:‬‭Learning‬‭occurs‬‭through‬‭observing‬‭others‬‭(Bandura).‬‭ ‬ 🎯 👀🔄 ‭4.‬ ‭Differential‬‭Association:‬‭Deviant‬‭behavior‬‭is‬‭learned‬‭through‬‭social‬‭interactions.‬‭ ‬ ‭5.‬ ‭Frustration-Induced‬‭Criminality:‬‭Unmet‬‭needs‬‭can‬‭lead‬‭to‬‭criminal‬‭behavior.‬‭ ‬ 😠🪞 ‭6.‬ ‭Self-Serving‬‭Bias:‬‭People‬‭attribute‬‭successes‬‭to‬‭themselves‬‭and‬‭failures‬‭to‬‭others.‬‭ ‬ 💡 ‭7.‬ ‭Crime‬‭of‬‭Obedience:‬‭Social‬‭influence‬‭can‬‭lead‬‭to‬‭compliance‬‭in‬‭criminal‬‭acts.‬‭ ‬ ‭Key‬‭Insights‬‭-‬‭ ‬ 📜 ‭1.‬ ‭Social‬‭Learning‬‭Importance:‬‭Theories‬‭highlight‬‭that‬‭learning‬‭is‬‭fundamentally‬‭social;‬ ‭individuals‬‭learn‬‭behaviors‬‭through‬‭interactions,‬‭which‬‭shapes‬‭their‬‭understanding‬‭of‬ ‭acceptable‬‭norms.‬‭This‬‭underscores‬‭the‬‭role‬‭of‬‭community‬‭in‬‭personal‬‭development.‬‭ ‬ ‭2.‬ ‭Role‬‭of‬‭Expectancy:‬‭Expectancy‬‭Theory‬‭suggests‬‭that‬‭individuals‬‭will‬‭act‬‭in‬‭ways‬‭they‬ 🤝 🎯 ‭anticipate‬‭will‬‭lead‬‭to‬‭desired‬‭outcomes,‬‭revealing‬‭how‬‭motivation‬‭drives‬‭behavior‬‭and‬ ‭decision-making.‬‭ ‬ ‭3.‬ ‭Observational‬‭Learning:‬‭Bandura’s‬‭model‬‭illustrates‬‭that‬‭people‬‭can‬‭learn‬‭behaviors‬‭by‬ ‭watching‬‭others,‬‭implying‬‭that‬‭role‬‭models‬‭significantly‬‭impact‬‭behavior‬‭formation.‬‭ ‬ ‭4.‬ ‭Influence‬‭of‬‭Social‬‭Context:‬‭Differential‬‭Association‬‭emphasizes‬‭that‬‭criminal‬‭behavior‬‭can‬ 👀 🔄 ‭stem‬‭from‬‭social‬‭environments,‬‭demonstrating‬‭the‬‭need‬‭for‬‭positive‬‭social‬‭influences‬‭to‬ ‭deter‬‭deviance.‬‭ ‬ ‭5.‬ ‭Frustration‬‭and‬‭Crime‬‭Link:‬‭Berkowitz’s‬‭idea‬‭that‬‭frustration‬‭can‬‭lead‬‭to‬‭criminal‬‭behavior‬ 😠 ‭suggests‬‭that‬‭addressing‬‭unmet‬‭social‬‭needs‬‭is‬‭critical‬‭in‬‭crime‬‭prevention‬‭strategies.‬‭ ‬ 🪞 ‭6.‬ ‭Self-Serving‬‭Bias‬‭Impact:‬‭This‬‭bias‬‭affects‬‭self-perception‬‭and‬‭accountability;‬‭recognizing‬ ‭it‬‭can‬‭lead‬‭to‬‭more‬‭constructive‬‭social‬‭dynamics‬‭and‬‭reduce‬‭conflict.‬‭ ‬ ‭7.‬ ‭Obedience‬‭to‬‭Authority:‬‭The‬‭concept‬‭of‬‭Crime‬‭of‬‭Obedience‬‭highlights‬‭the‬‭dangers‬‭of‬ ‭Summary-‬‭super‬‭important‬‭to‬‭know‬‭this‬ 📜 ‭conforming‬‭to‬‭social‬‭pressures,‬‭emphasizing‬‭the‬‭need‬‭for‬‭critical‬‭thinking‬‭in‬ ‭decision-making‬‭processes.‬‭ ‬ ‭Cognitive‬‭learning‬‭focuses‬‭on‬‭understanding‬‭and‬‭reinforcement,‬‭while‬‭operant‬‭learning‬‭emphasizes‬ ‭behavior‬‭modification‬‭through‬‭rewards‬‭and‬‭punishments.‬‭Positive‬‭and‬‭negative‬‭reinforcements‬‭are‬ ‭used‬‭to‬‭increase‬‭desired‬‭behaviors,‬‭whereas‬‭punishments‬‭aim‬‭to‬‭decrease‬‭undesirable‬‭behaviors.‬ ‭For‬‭example,‬‭breaking‬‭curfew‬‭may‬‭result‬‭in‬‭punishment,‬‭such‬‭as‬‭removing‬‭a‬‭phone,‬‭to‬‭discourage‬ 📚 ‭the‬‭behavior.‬ ‭Highlights‬‭- ‬ 🎖️🧠 ‭1.‬ ‭Operant‬‭Learning:‬‭Learning‬‭through‬‭rewards‬‭&‬‭punishments.‬‭ ‬ ❌ ⬆️ ‭2.‬ ‭Cognitive‬‭Learning:‬‭Emphasizes‬‭understanding‬‭and‬‭explanation.‬‭ ‬ ‭3.‬ ‭Behavior‬‭Increase:‬‭Achieved‬‭through‬‭positive/negative‬‭reinforcement.‬‭ ‬ 🚫 ⏰ ‭4.‬ ‭Punishment:‬‭Can‬‭be‬‭positive‬‭or‬‭negative‬‭to‬‭decrease‬‭behavior.‬‭ ‬ ‭5.‬ ‭Unwanted‬‭Stimuli:‬‭Removal‬‭can‬‭enhance‬‭learning.‬‭ ‬ 🔑 ‭Key‬‭Insights‬‭- ‬ 📵 ‭6.‬ ‭Behavior‬‭Example:‬‭Breaking‬‭curfew‬‭leads‬‭to‬‭consequences.‬‭ ‬ ‭7.‬ ‭Result‬‭of‬‭Punishment:‬‭Removal‬‭of‬‭privileges‬‭to‬‭deter‬‭behavior.‬‭ ‬ ‭1.‬ ‭Operant‬‭Conditioning:‬‭Operant‬‭learning‬‭is‬‭fundamental‬‭in‬‭behavior‬‭modification,‬‭relying‬ 🎯 ‭heavily‬‭on‬‭external‬‭stimuli‬‭to‬‭shape‬‭actions.‬‭By‬‭reinforcing‬‭desirable‬‭behaviors‬‭and‬ ‭punishing‬‭undesirable‬‭ones,‬‭this‬‭approach‬‭effectively‬‭guides‬‭behavior.‬‭ ‬ ‭2.‬ ‭Cognitive‬‭Processes:‬‭Cognitive‬‭learning‬‭places‬‭emphasis‬‭on‬‭mental‬‭processes,‬‭suggesting‬ 🧩 ‭that‬‭understanding‬‭and‬‭reasoning‬‭lead‬‭to‬‭better‬‭retention‬‭and‬‭application‬‭of‬‭knowledge.‬‭It‬ ‭highlights‬‭the‬‭importance‬‭of‬‭internal‬‭motivation.‬‭ ‬  ‭3.‬ R ‭ einforcement‬‭Types:‬‭Positive‬‭reinforcement‬‭adds‬‭a‬‭desirable‬‭stimulus‬‭to‬‭increase‬ ⚖️ ‭behavior,‬‭while‬‭negative‬‭reinforcement‬‭removes‬‭an‬‭undesirable‬‭stimulus.‬‭Both‬‭strategies‬ ‭can‬‭effectively‬‭enhance‬‭learning‬‭outcomes.‬‭ ‬ ‭4.‬ ‭Punishment‬‭Dynamics:‬‭Punishments‬‭can‬‭be‬‭classified‬‭into‬‭positive‬‭(adding‬‭a‬‭negative‬ 🚷 ‭consequence)‬‭and‬‭negative‬‭(removing‬‭a‬‭positive‬‭stimulus).‬‭Understanding‬‭these‬‭dynamics‬ ‭is‬‭crucial‬‭for‬‭effective‬‭behavior‬‭management.‬‭ ‬ ‭5.‬ ‭Stimuli‬‭Management:‬‭Managing‬‭stimuli,‬‭particularly‬‭unwanted‬‭ones,‬‭is‬‭essential‬‭in‬‭learning‬ 📉 ‭environments.‬‭By‬‭removing‬‭distractions,‬‭learners‬‭can‬‭focus‬‭better‬‭on‬‭achieving‬‭desired‬ ‭behaviors.‬‭ ‬ ‭6.‬ ‭Behavior‬‭Consequences:‬‭Specific‬‭behaviors,‬‭like‬‭breaking‬‭curfew,‬‭lead‬‭to‬‭defined‬ ⏳ ‭consequences.‬‭Clear‬‭consequences‬‭help‬‭establish‬‭boundaries‬‭and‬‭expectations‬‭in‬ ‭behavioral‬‭settings.‬‭ ‬ ‭7.‬ ‭Long-term‬‭Effects:‬‭The‬‭effectiveness‬‭of‬‭punishment‬‭can‬‭vary;‬‭while‬‭it‬‭may‬‭provide‬ ‭Summary‬ 🔄 ‭immediate‬‭results,‬‭understanding‬‭its‬‭long-term‬‭impact‬‭on‬‭behavior‬‭and‬‭motivation‬‭is‬ ‭important‬‭for‬‭sustainable‬‭learning.‬‭ ‬ ‭Environmental‬‭risk‬‭factors‬‭can‬‭lead‬‭to‬‭complications‬‭at‬‭birth,‬‭such‬‭as‬‭being‬‭born‬‭with‬‭the‬‭umbilical‬ ‭cord‬‭around‬‭the‬‭neck,‬‭affecting‬‭brain‬‭development‬‭and‬‭potentially‬‭resulting‬‭in‬‭psychopathic‬‭traits.‬ ‭Childhood‬‭experiences,‬‭including‬‭generalized‬‭brain‬‭injuries‬‭(GBIs),‬‭can‬‭alter‬‭temperament.‬‭Brain‬ ‭plasticity‬‭allows‬‭recovery,‬‭diminishing‬‭with‬‭age,‬‭and‬‭serotonin‬‭deficiency‬‭may‬‭exacerbate‬ ‭behavioral‬‭issues.‬‭Learning‬‭theories,‬‭including‬‭classical,‬‭instrumental,‬‭and‬‭social‬‭learning,‬‭inform‬ ‭behaviorism,‬‭which‬‭is‬‭exemplified‬‭by‬‭Watson’s‬‭focus‬‭on‬‭observable‬‭behavior‬‭and‬‭Skinner’s‬ 📚 ‭emphasis‬‭on‬‭stimuli‬‭and‬‭environment.‬ ‭Highlights‬‭- ‬ 🌬️ ‭1.‬ ‭Birth‬‭Complications:‬‭Umbilical‬‭cord‬‭issues‬‭can‬‭hinder‬‭breathing‬‭and‬‭brain‬‭development.‬ ‭ ‬ 🌪️ ‭3.‬ ‭Brain‬‭Plasticity:‬‭Recovery‬‭ability‬‭decreases‬‭as‬‭we‬‭age.‬‭ ‬ 🧠 ‭2.‬ ‭GBI‬‭Impact:‬‭Childhood‬‭injuries‬‭can‬‭shift‬‭temperament‬‭and‬‭behavior.‬‭ ‬ ‭4.‬ ‭Serotonin‬‭Deficiency:‬‭Low‬‭levels‬‭can‬‭lead‬‭to‬‭behavioral‬‭challenges.‬‭ ‬ ⚖️🎓 ‭5.‬ ‭Learning‬‭Types:‬‭Includes‬‭classical,‬‭instrumental,‬‭and‬‭social‬‭learning.‬‭ ‬ 🔍 ‭6.‬ ‭Behaviorism‬‭Focus:‬‭Watson‬‭emphasizes‬‭observable‬‭behavior;‬‭Skinner‬‭introduces‬‭stimuli‬ ‭effects.‬‭ ‬ 📉 🔑‭7.‬ ‭Reductionism:‬‭Skinner’s‬‭approach‬‭to‬‭simplifying‬‭behavior‬‭analysis.‬‭ ‬ ‭Key‬‭Insights‬‭- ‬ ‭1.‬ ‭Birth‬‭Complications‬‭and‬‭Brain‬‭Development:‬‭Being‬‭born‬‭with‬‭the‬‭umbilical‬‭cord‬‭around‬ ‭the‬‭neck‬‭can‬‭lead‬‭to‬‭oxygen‬‭deprivation,‬‭impacting‬‭brain‬‭development‬‭and‬‭potentially‬ 🍼 ‭predisposing‬‭individuals‬‭to‬‭psychopathic‬‭traits‬‭later‬‭in‬‭life.‬‭This‬‭highlights‬‭the‬‭critical‬‭nature‬ ‭of‬‭early‬‭intervention‬‭and‬‭monitoring‬‭for‬‭at-risk‬‭infants.‬‭ ‬ ‭2.‬ ‭Generalized‬‭Brain‬‭Injuries‬‭(GBIs):‬‭Childhood‬‭is‬‭a‬‭pivotal‬‭time‬‭for‬‭emotional‬‭and‬ ‭behavioral‬‭development.‬‭GBIs‬‭can‬‭disrupt‬‭typical‬‭development,‬‭leading‬‭to‬‭significant‬ 🌱 ‭changes‬‭in‬‭temperament‬‭and‬‭behavior,‬‭illustrating‬‭the‬‭importance‬‭of‬‭supportive‬ ‭environments‬‭for‬‭recovery.‬‭ ‬ ‭3.‬ ‭Brain‬‭Plasticity:‬‭The‬‭brain’s‬‭ability‬‭to‬‭adapt‬‭and‬‭recover‬‭from‬‭injuries‬‭is‬‭known‬‭as‬‭plasticity.‬ ⏳ ‭This‬‭ability‬‭is‬‭strongest‬‭in‬‭early‬‭childhood‬‭and‬‭diminishes‬‭with‬‭age,‬‭emphasizing‬‭the‬‭need‬ ‭for‬‭timely‬‭interventions‬‭in‬‭younger‬‭populations‬‭to‬‭maximize‬‭recovery‬‭potential.‬‭ ‬  ‭4.‬ S ‭ erotonin’s‬‭Role‬‭in‬‭Behavior:‬‭A‬‭deficiency‬‭in‬‭serotonin,‬‭a‬‭key‬‭neurotransmitter,‬‭is‬‭linked‬‭to‬ 💊 ‭various‬‭behavioral‬‭issues,‬‭including‬‭anxiety‬‭and‬‭depression.‬‭Understanding‬‭this‬‭connection‬ ‭can‬‭lead‬‭to‬‭better‬‭therapeutic‬‭approaches‬‭for‬‭affected‬‭individuals.‬‭ ‬ ‭5.‬ ‭Learning‬‭Theories:‬‭The‬‭three‬‭main‬‭types‬‭of‬‭learning—classical,‬‭instrumental,‬‭and‬ 📖 ‭social—provide‬‭frameworks‬‭for‬‭understanding‬‭how‬‭behaviors‬‭are‬‭acquired‬‭and‬‭modified,‬ ‭which‬‭is‬‭crucial‬‭for‬‭educational‬‭practices‬‭and‬‭therapeutic‬‭interventions.‬‭ ‬ ‭6.‬ ‭Watson‬‭vs.‬‭Skinner‬‭in‬‭Behaviorism:‬‭Watson’s‬‭behaviorism‬‭focuses‬‭solely‬‭on‬‭observable‬ ⚙️ ‭behavior,‬‭discounting‬‭cognitive‬‭processes,‬‭while‬‭Skinner‬‭incorporates‬‭the‬‭role‬‭of‬‭stimuli‬ ‭and‬‭environmental‬‭factors,‬‭illustrating‬‭the‬‭evolution‬‭of‬‭behaviorist‬‭thought.‬‭ ‬ ‭7.‬ ‭Reductionism‬‭in‬‭Behavior‬‭Analysis:‬‭Skinner’s‬‭reductionism‬‭simplifies‬‭the‬‭study‬‭of‬ ‭behavior‬‭to‬‭observable‬‭phenomena,‬‭allowing‬‭for‬‭more‬‭controlled‬‭experiments‬‭but‬ 🔬 ‭potentially‬‭overlooking‬‭the‬‭complexity‬‭of‬‭cognitive‬‭processes.‬‭This‬‭raises‬‭questions‬‭about‬ ‭the‬‭scope‬‭and‬‭limitations‬‭of‬‭behaviorism.‬‭ ‬ ‭Environmental‬‭Risk‬‭Factors‬‭:‬ ‭-‬‭**Birth‬‭complications**:‬‭Being‬‭born‬‭with‬‭the‬‭umbilical‬‭cord‬‭around‬‭the‬‭neck,‬‭struggling‬‭with‬ ‭breathing.‬ ‭-‬‭**Brain‬‭development**:‬‭Psychopathic‬‭traits‬‭(GTBIs‬‭-‬‭Genetic,‬‭Traumatic‬‭Brain‬‭Injuries)‬‭can‬ ‭show‬‭in‬‭childhood‬‭when‬‭the‬‭brain‬‭is‬‭developing,‬‭leading‬‭to‬‭changes‬‭in‬‭temperament.‬ ‭-‬‭**Plasticity**:‬‭The‬‭brain's‬‭ability‬‭to‬‭recover;‬‭decreases‬‭with‬‭age.‬ ‭-‬‭**Serotonin‬‭deficiency**:‬‭Mentioned‬‭as‬‭a‬‭potential‬‭contributing‬‭factor.‬ ‭Chapter‬‭4:‬‭Learning‬‭Types‬ ‭3‬‭Main‬‭Categories‬‭of‬‭Learning:‬ ‭1.‬‭**Classical‬‭Conditioning**:‬ ‭-‬‭Involves‬‭behavioral‬‭stimuli‬‭(Pavlov's‬‭experiments‬‭with‬‭dogs).‬ ‭2.‬‭**Instrumental‬‭(Operant)‬‭Conditioning**:‬ ‭-‬‭Based‬‭on‬‭rewards‬‭and‬‭punishment‬‭(e.g.,‬‭Skinner's‬‭box).‬ ‭3.‬‭**Learning‬‭(Social)**:‬ ‭-‬‭Observational‬‭learning‬‭(Bandura’s‬‭Social‬‭Learning‬‭Theory).‬‭Learning‬‭by‬‭watching‬‭models‬‭and‬ ‭mimicking‬‭their‬‭behavior.‬ ‭Behaviorism:‬ ‭-‬‭**Watson**:‬‭No‬‭point‬‭in‬‭studying‬‭anything‬‭beyond‬‭observable‬‭behavior.‬ ‭-‬‭**Cognitive‬‭approach**:‬‭Focuses‬‭on‬‭thought‬‭processes‬‭but‬‭primarily‬‭evaluates‬‭behavioral‬ ‭outcomes.‬ ‭-‬‭**Skinner**:‬‭Focuses‬‭on‬‭cognitive‬‭learning‬‭through‬‭stimuli‬‭and‬‭responses.‬‭Believed‬‭the‬ ‭environment‬‭is‬‭an‬‭independent‬‭variable,‬‭while‬‭behavior‬‭is‬‭dependent.‬ #‭ ###‬‭Key‬‭Philosophies:‬ ‭-‬‭**Skinner**:‬‭Advocated‬‭for‬‭**reductionism**‬‭(breaking‬‭down‬‭complex‬‭behavior‬‭into‬‭simple‬ ‭components)‬‭and‬‭**skepticism**‬‭(questioning‬‭established‬‭norms‬‭or‬‭theories).‬ #‭ ##‬‭MAOA‬‭(Monoamine‬‭Oxidase‬‭A):‬ ‭-‬‭A‬‭chemical‬‭associated‬‭with‬‭**antisocial‬‭behavior**.‬‭It‬‭affects‬‭the‬‭breakdown‬‭of‬ ‭neurotransmitters,‬‭such‬‭as‬‭dopamine‬‭and‬‭serotonin,‬‭which‬‭can‬‭influence‬‭mood‬‭and‬‭aggression.‬ #‭ ##‬‭Concordance‬‭Rate:‬ ‭-‬‭If‬‭one‬‭sibling‬‭has‬‭a‬‭specific‬‭trait,‬‭the‬‭other‬‭sibling‬‭is‬‭more‬‭likely‬‭to‬‭have‬‭the‬‭same‬‭trait.‬‭The‬ ‭**higher‬‭the‬‭concordance‬‭rate**,‬‭the‬‭greater‬‭the‬‭genetic‬‭influence.‬‭This‬‭is‬‭often‬‭measured‬‭in‬‭twin‬ ‭studies.‬ ‭---‬ #‭ ##‬‭Autonomic‬‭Nervous‬‭System‬‭(ANS):‬ ‭-‬‭Controls‬‭**automatic‬‭bodily‬‭functions**‬‭that‬‭occur‬‭without‬‭conscious‬‭thought‬‭(e.g.,‬‭digestion‬ ‭and‬‭breathing).‬ ‭-‬‭In‬‭criminal‬‭behavior‬‭research,‬‭some‬‭criminals‬‭experience‬‭**lower‬‭levels‬‭of‬‭arousal**,‬‭which‬‭can‬ ‭be‬‭connected‬‭to‬‭the‬‭ANS.‬ ‭---‬ #‭ ##‬‭Fight‬‭or‬‭Flight‬‭Response:‬ ‭-‬‭Related‬‭to‬‭the‬‭**sympathetic‬‭nervous‬‭system**.‬‭This‬‭is‬‭the‬‭body's‬‭response‬‭to‬‭perceived‬‭threats,‬ ‭preparing‬‭it‬‭to‬‭either‬‭fight‬‭or‬‭flee.‬ ‭---‬ #‭ ##‬‭Temperament:‬ ‭-‬‭Influenced‬‭by‬‭both‬‭**genetics**‬‭and‬‭**environmental‬‭factors**.‬ ‭-‬‭Temperament‬‭refers‬‭to‬‭basic‬‭emotional‬‭and‬‭behavioral‬‭dispositions‬‭and‬‭is‬‭largely‬‭present‬‭from‬ ‭infancy.‬ ‭---‬ #‭ ##‬‭Indicators‬‭of‬‭Temperament:‬ ‭1.‬‭**Activity**:‬‭Examples‬‭include‬‭motor‬‭behavior‬‭like‬‭talking‬‭with‬‭hands‬‭or‬‭being‬‭physically‬ ‭active.‬ ‭2.‬‭**Emotionality**:‬‭Tendencies‬‭such‬‭as‬‭irritability,‬‭emotional‬‭intensity,‬‭or‬‭sensitivity.‬ ‭3.‬‭**Self-Regulation**:‬‭The‬‭ability‬‭to‬‭**control‬‭one's‬‭emotional‬‭reactions**‬‭and‬‭behavior‬‭in‬ ‭various‬‭situations.‬ ‭---‬ ‭##‬‭#‬‭Factors‬‭Affecting‬‭Temperament:‬ ‭1.‬‭**Extraversion**:‬ ‭-‬‭Traits:‬‭Sociable,‬‭lively,‬‭impulsive,‬‭outgoing.‬ ‭2.‬‭**Introversion**:‬ ‭-‬‭Traits:‬‭Reliable,‬‭ethical,‬‭not‬‭as‬‭social‬‭or‬‭outgoing.‬ ‭3.‬‭**Neuroticism**:‬ ‭-‬‭Traits:‬‭Reacts‬‭intensely‬‭to‬‭stress,‬‭prone‬‭to‬‭headaches,‬‭and‬‭mood‬‭swings.‬ ‭4.‬‭**Psychoticism**:‬ ‭-‬‭Traits:‬‭Cold,‬‭cruel,‬‭socially‬‭insensitive,‬‭often‬‭with‬‭a‬‭lack‬‭of‬‭empathy.‬‭There‬‭may‬‭be‬‭a‬‭tendency‬ ‭toward‬‭aggression‬‭or‬‭a‬‭fascination‬‭with‬‭violence.‬ ‭Social‬‭Risk‬‭Factors:‬ ‭1.‬‭**Poverty**:‬ ‭-‬‭Often‬‭leads‬‭to‬‭discrimination‬‭and‬‭limits‬‭opportunities.‬ ‭2.‬‭**Peer‬‭Rejection**:‬ ‭-‬‭Being‬‭rejected‬‭by‬‭peers‬‭can‬‭create‬‭social‬‭difficulties,‬‭especially‬‭if‬‭the‬‭rejection‬‭comes‬‭from‬ ‭opposite-sex‬‭peers.‬ ‭3.‬‭**Anti-Social‬‭Peers**:‬ ‭-‬‭Associating‬‭with‬‭quiet,‬‭withdrawn,‬‭or‬‭anti-social‬‭peers‬‭can‬‭increase‬‭isolation‬‭and‬‭risky‬ ‭behaviors.‬ ‭4.‬‭**Poor‬‭Afterschool‬‭Care**:‬ ‭-‬‭**Latchkey‬‭kids**:‬‭Children‬‭left‬‭to‬‭care‬‭for‬‭themselves‬‭after‬‭school‬‭without‬‭supervision,‬ ‭leading‬‭to‬‭a‬‭higher‬‭risk‬‭of‬‭developing‬‭behavioral‬‭issues.‬ ‭5.‬‭**School‬‭Failure**:‬ ‭-‬‭Can‬‭stem‬‭from‬‭unaddressed‬‭issues‬‭or‬‭needs‬‭that‬‭aren’t‬‭identified‬‭early‬‭on,‬‭impacting‬‭the‬‭child's‬ ‭self-esteem‬‭and‬‭social‬‭development.‬ ‭---‬ ‭###‬‭Parental‬‭and‬‭Family‬‭Risk‬‭Factors:‬ ‭1.‬‭**Single‬‭Parent‬‭Households**:‬ ‭-‬‭Less‬‭time‬‭available‬‭for‬‭the‬‭parent‬‭to‬‭monitor‬‭the‬‭child,‬‭possibly‬‭due‬‭to‬‭work‬‭or‬‭other‬ ‭responsibilities.‬ ‭2.‬‭**Parental‬‭Monitoring**:‬ ‭-‬‭Lack‬‭of‬‭supervision‬‭can‬‭lead‬‭to‬‭risky‬‭behavior‬‭when‬‭children‬‭are‬‭left‬‭to‬‭their‬‭own‬‭devices.‬ ‭3.‬‭**Sibling‬‭Influence**:‬ ‭-‬‭Siblings,‬‭especially‬‭older‬‭ones,‬‭can‬‭have‬‭a‬‭strong‬‭influence‬‭on‬‭behavior,‬‭whether‬‭positive‬‭or‬ ‭negative.‬ ‭4.‬‭**Parental‬‭Psychopathology**:‬ ‭-‬‭Psychological‬‭issues‬‭in‬‭parents‬‭(e.g.,‬‭depression,‬‭anxiety)‬‭can‬‭affect‬‭their‬‭children’s‬ ‭development,‬‭often‬‭leading‬‭to‬‭similar‬‭patterns‬‭of‬‭behavior‬‭or‬‭emotional‬‭problems.‬ ‭---‬ ‭###‬‭Parenting‬‭Styles:‬ ‭1.‬‭**Authoritarian**:‬ ‭-‬‭Strict,‬‭controlling,‬‭with‬‭little‬‭warmth.‬‭Can‬‭result‬‭in‬‭children‬‭who‬‭are‬‭either‬‭obedient‬‭but‬ ‭unhappy‬‭or‬‭rebellious.‬ ‭2.‬‭**Authoritative**:‬ ‭-‬‭Balanced,‬‭combining‬‭firmness‬‭with‬‭warmth.‬‭Tends‬‭to‬‭produce‬‭well-adjusted‬‭children.‬ ‭3.‬‭**Rejectful**:‬ ‭-‬‭Neglectful‬‭and‬‭uninvolved.‬‭This‬‭leads‬‭to‬‭poor‬‭social‬‭development‬‭and‬‭emotional‬‭issues‬‭in‬ ‭children.‬ ‭4.‬‭**Permissive**:‬ ‭-‬‭Lax‬‭discipline,‬‭too‬‭much‬‭freedom.‬‭Can‬‭result‬‭in‬‭impulsive‬‭or‬‭irresponsible‬‭behavior.‬ ‭---‬ ‭###‬‭Psychological‬‭Factors:‬ ‭1.‬‭**Lack‬‭of‬‭Attachment**:‬ ‭-‬‭**Secure‬‭attachment**:‬‭Children‬‭with‬‭secure‬‭attachments‬‭tend‬‭to‬‭have‬‭healthier‬‭relationships‬ ‭and‬‭emotional‬‭regulation.‬ ‭-‬‭**Insecure‬‭attachment**:‬‭Children‬‭with‬‭insecure‬‭attachments‬‭(e.g.,‬‭anxious‬‭or‬‭avoidant)‬ ‭struggle‬‭with‬‭relationships‬‭and‬‭emotional‬‭control.‬ ‭2.‬‭**Lack‬‭of‬‭Empathy**:‬ ‭-‬‭A‬‭lack‬‭of‬‭empathy‬‭can‬‭contribute‬‭to‬‭antisocial‬‭behavior‬‭and‬‭difficulties‬‭in‬‭social‬‭interactions.‬ ‭3.‬‭**Affective‬‭and‬‭Cognitive‬‭Deficits**:‬ ‭-‬‭This‬‭refers‬‭to‬‭the‬‭inability‬‭to‬‭process‬‭emotions‬‭and‬‭thoughts‬‭effectively,‬‭which‬‭can‬‭manifest‬‭in‬ ‭poor‬‭decision-making‬‭and‬‭emotional‬‭regulation.‬ ‭4.‬‭**Animal‬‭Cruelty**:‬ ‭-‬‭Often‬‭linked‬‭to‬‭larger‬‭emotional‬‭or‬‭cognitive‬‭dysfunctions.‬‭Studies‬‭show‬‭that‬‭cruelty‬‭to‬‭animals‬ ‭in‬‭childhood‬‭is‬‭sometimes‬‭associated‬‭with‬‭future‬‭violent‬‭behavior.‬ ‭5.‬‭**Cognitive‬‭Deficits**:‬ ‭-‬‭Can‬‭include‬‭lower‬‭IQ,‬‭learning‬‭difficulties,‬‭or‬‭difficulty‬‭in‬‭problem-solving.‬ -‭ ‬‭**Psychopathology**:‬‭Read‬‭more‬‭on‬‭the‬‭subject‬‭for‬‭the‬‭midterm,‬‭including‬‭how‬‭it‬‭links‬‭to‬‭the‬ ‭DSM‬‭(Diagnostic‬‭and‬‭Statistical‬‭Manual‬‭of‬‭Mental‬‭Disorders).‬ -‭ ‬‭**Article‬‭Review**:‬‭Study‬‭methodology,‬‭findings,‬‭and‬‭any‬‭implications‬‭related‬‭to‬‭attachment‬ ‭and‬‭social‬‭development.‬ ‭Study‬‭Notes‬‭on‬‭APD‬‭and‬‭Psychopathy‬ ‭Introduction‬ ‭ hese‬‭notes‬‭cover‬‭the‬‭prevalence‬‭of‬‭Antisocial‬‭Personality‬‭Disorder‬‭(APD)‬‭and‬‭Psychopathy‬‭in‬ T ‭different‬‭populations,‬‭the‬‭Dual‬‭Process‬‭Model,‬‭and‬‭the‬‭risk‬‭factors‬‭associated‬‭with‬‭these‬‭disorders.‬ ‭The‬‭information‬‭is‬‭structured‬‭chronologically‬‭and‬‭is‬‭designed‬‭to‬‭provide‬‭a‬‭comprehensive‬ ‭overview‬‭for‬‭study‬‭purposes.‬ ‭Prevalence‬‭of‬‭Antisocial‬‭Personality‬‭Disorder‬‭(APD)‬ ‭‬ A ‭ PD‬‭affects‬‭approximately‬‭3%‬‭of‬‭the‬‭general‬‭male‬‭population.‬ ‭‬ ‭APD‬‭prevalence‬‭is‬‭about‬‭1%‬‭in‬‭the‬‭general‬‭female‬‭population.‬ ‭‬ ‭Incarcerated‬‭individuals‬‭show‬‭a‬‭significantly‬‭higher‬‭prevalence,‬‭ranging‬‭from‬‭30%‬‭to‬‭80%.‬ ‭Prevalence‬‭of‬‭Psychopathy‬ ‭‬ P ‭ sychopathy‬‭is‬‭present‬‭in‬‭about‬‭1%‬‭of‬‭the‬‭general‬‭population.‬ ‭‬ ‭Among‬‭men‬‭in‬‭prison,‬‭the‬‭prevalence‬‭rises‬‭to‬‭15-25%.‬ ‭‬ ‭For‬‭women‬‭in‬‭prison,‬‭the‬‭prevalence‬‭is‬‭around‬‭15%.‬ ‭Dual‬‭Process‬‭Model‬ ‭ he‬‭Dual‬‭Process‬‭Model‬‭suggests‬‭that‬‭individuals‬‭with‬‭low‬‭fear‬‭temperament‬‭may‬‭exhibit‬ T ‭cognitive‬‭traits‬‭that‬‭contribute‬‭to‬‭antisocial‬‭behavior.‬‭This‬‭model‬‭highlights‬‭the‬‭interplay‬‭between‬ ‭emotional‬‭responses‬‭and‬‭cognitive‬‭processing‬‭in‬‭understanding‬‭these‬‭disorders.‬ ‭Risk‬‭Factors‬‭for‬‭APD‬‭and‬‭Psychopathy‬ ‭Risk‬‭factors‬‭can‬‭be‬‭categorized‬‭into‬‭four‬‭main‬‭areas:‬ ‭‬ C ‭ hildhood:‬‭Early‬‭behavioral‬‭issues,‬‭family‬‭history‬‭of‬‭antisocial‬‭behavior,‬‭and‬ ‭environmental‬‭influences.‬ ‭‬ ‭Adolescence:‬‭Increased‬‭risk‬‭due‬‭to‬‭peer‬‭influences,‬‭substance‬‭abuse,‬‭and‬‭delinquent‬ ‭behavior.‬ ‭‬ ‭Adulthood:‬‭Continued‬‭patterns‬‭of‬‭criminal‬‭behavior,‬‭lack‬‭of‬‭remorse,‬‭and‬‭impulsivity.‬ ‭‬ ‭Diagnosis:‬‭A‬‭preliminary‬‭diagnosis‬‭should‬‭be‬‭made‬‭at‬‭least‬‭5‬‭years‬‭ago‬‭to‬‭ensure‬‭accurate‬ ‭assessment‬‭of‬‭the‬‭disorder.‬ ‭Presentation‬‭Guidelines‬ ‭When‬‭preparing‬‭a‬‭presentation‬‭on‬‭this‬‭topic,‬‭consider‬‭the‬‭following:‬  ‭‬ ‭ uration:‬‭Aim‬‭for‬‭a‬‭presentation‬‭length‬‭of‬‭10-12‬‭minutes.‬ D ‭‬ ‭Slides:‬‭Prepare‬‭three‬‭slides‬‭per‬‭printed‬‭page‬‭for‬‭clarity‬‭and‬‭organization.‬ ‭‬ ‭Visuals:‬‭Incorporate‬‭relevant‬‭photos‬‭to‬‭enhance‬‭understanding‬‭and‬‭engagement.‬ ‭‬ ‭Captivation:‬‭Use‬‭engaging‬‭content‬‭to‬‭captivate‬‭the‬‭audience's‬‭attention‬‭throughout‬‭the‬ ‭presentation.‬ ‭Conclusion‬ ‭ nderstanding‬‭the‬‭prevalence‬‭and‬‭risk‬‭factors‬‭associated‬‭with‬‭APD‬‭and‬‭Psychopathy‬‭is‬ U ‭crucial‬‭for‬‭diagnosis‬‭and‬‭intervention.‬‭By‬‭utilizing‬‭the‬‭Dual‬‭Process‬‭Model‬‭and‬‭considering‬ ‭the‬‭various‬‭stages‬‭of‬‭life,‬‭we‬‭can‬‭better‬‭comprehend‬‭the‬‭complexities‬‭of‬‭these‬‭disorders.‬ ‭Chapter‬‭7‬‭-‬‭Psychopathy‬ #‭ Overview‬‭of‬‭Psychopathy‬ ‭-‬‭Definition:‬‭Psychopathy‬‭is‬‭a‬‭personality‬‭disorder‬‭characterized‬‭by‬‭specific‬‭behavioral‬‭patterns‬‭and‬ ‭emotional‬‭deficits.‬ ‭-‬‭Assessment‬‭Tool:‬‭Hare‬‭Psychopathy‬‭Checklist-Revised‬‭(PCLR)‬ ‭-‬‭Developed‬‭by‬‭Dr.‬‭Robert‬‭Hare‬ ‭-‬‭Uses‬‭a‬‭20-item‬‭checklist‬‭scored‬‭from‬‭0‬‭to‬‭2‬‭(cutoff‬‭score‬‭is‬‭30).‬ #‭ ###‬‭Key‬‭Characteristics‬‭of‬‭Psychopathy‬ ‭1.‬‭**Emotional‬‭and‬‭Interpersonal‬‭Traits**‬ ‭-‬‭Superficial‬‭charm:‬‭Appears‬‭charismatic‬‭and‬‭engaging.‬ ‭-‬‭Lack‬‭of‬‭remorse:‬‭No‬‭feelings‬‭of‬‭guilt‬‭or‬‭regret‬‭for‬‭harmful‬‭actions.‬ ‭-‬‭Grandiosity:‬‭Inflated‬‭self-importance‬‭and‬‭entitlement.‬ ‭-‬‭No‬‭empathy:‬‭Unable‬‭to‬‭understand‬‭or‬‭share‬‭the‬‭feelings‬‭of‬‭others.‬ ‭-‬‭Manipulative:‬‭Skilled‬‭at‬‭deceiving‬‭and‬‭exploiting‬‭others‬‭for‬‭personal‬‭gain.‬ ‭-‬‭Selfishness:‬‭Inability‬‭to‬‭love‬‭or‬‭give‬‭affection‬‭to‬‭others.‬ ‭2.‬‭**‬‭Behavioral‬‭Traits**‬ ‭-‬‭Poor‬‭behavioral‬‭controls:‬‭Difficulty‬‭managing‬‭impulses‬‭and‬‭aggression.‬ ‭-‬‭Irresponsibility:‬‭Fails‬‭to‬‭fulfill‬‭obligations‬‭or‬‭commitments.‬ ‭-‬‭Need‬‭for‬‭stimulation:‬‭Engages‬‭in‬‭risky‬‭or‬‭promiscuous‬‭behavior‬‭to‬‭seek‬‭excitement.‬ ‭-‬‭No‬‭long-term‬‭goals:‬‭Lacks‬‭planning‬‭for‬‭the‬‭future‬‭and‬‭engages‬‭in‬‭short-term‬‭thinking.‬ ‭3.‬‭**‬‭Communication‬‭Style‬‭**‬ ‭-‬‭Verbal‬‭skills:‬‭Can‬‭articulate‬‭thoughts‬‭well‬‭but‬‭often‬‭uses‬‭tangential‬‭speech‬‭that‬‭lacks‬‭substance.‬ ‭-‬‭Extensive‬‭vocabulary:‬‭May‬‭use‬‭complex‬‭language‬‭to‬‭impress‬‭others.‬ ‭-‬‭Logically‬‭inconsistent‬‭statements:‬‭Often‬‭provides‬‭contradictory‬‭information.‬ ‭-‬‭Use‬‭of‬‭stock‬‭phrases:‬‭Relies‬‭on‬‭cliché‬‭expressions‬‭rather‬‭than‬‭original‬‭thought.‬ #‭ ###‬‭Causes‬‭and‬‭Context‬ ‭-‬‭**Environmental‬‭Factors**:‬‭Psychopathy‬‭can‬‭be‬‭influenced‬‭by‬‭social‬‭environments,‬‭such‬‭as‬ ‭family‬‭dynamics,‬‭gang‬‭involvement,‬‭or‬‭experiences‬‭in‬‭prison.‬ ‭-‬‭**Trauma**:‬‭Early‬‭life‬‭trauma‬‭may‬‭contribute‬‭to‬‭the‬‭development‬‭of‬‭psychopathic‬‭traits.‬ #‭ ###‬‭Additional‬‭Notes‬ ‭-‬‭**Semantic‬‭Aphasia**:‬‭Difficulty‬‭in‬‭understanding‬‭or‬‭producing‬‭meaningful‬‭language,‬‭which‬ ‭may‬‭manifest‬‭in‬‭psychopathic‬‭individuals.‬ ‭-‬‭**Cunning‬‭and‬‭Deceptiveness**:‬‭Often‬‭exhibit‬‭a‬‭high‬‭level‬‭of‬‭manipulation‬‭and‬‭strategic‬ ‭thinking‬‭in‬‭interactions.‬ #‭ ##‬‭Conclusion‬ ‭Psychopathy‬‭is‬‭a‬‭complex‬‭personality‬‭disorder‬‭that‬‭manifests‬‭through‬‭a‬‭combination‬‭of‬‭emotional‬ ‭deficits‬‭and‬‭specific‬‭behavioral‬‭traits.‬‭Understanding‬‭these‬‭characteristics‬‭is‬‭crucial‬‭for‬‭identifying‬ ‭and‬‭managing‬‭individuals‬‭with‬‭psychopathic‬‭tendencies.‬ ‭ isk‬‭factors:‬ R ‭Social,‬‭parental,‬‭environmental‬‭and‬‭psychological.‬ I‭ ceman‬‭(Richard‬‭Klinskoy)-‬‭contract‬‭killer.‬ ‭Psychopath‬‭characteristics-‬‭logically‬‭inconsistent,‬‭no‬‭long‬‭term‬‭goals,‬‭contradicting‬‭statements,‬‭not‬ ‭taking‬‭responsibility,‬‭power/control,‬‭some‬‭charm‬‭and‬‭maybe‬‭learning‬‭disorder.‬