6.1 Psychology and Crime

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Lesson 6.

1 Psychology and Crime


Lesson 6.1 Psychology and Crime

ORDER OF PRESENTATION
 Lesson Goal
 Lesson Objectives
 Definition of Terms
 Theories of Crime
 Factors Underlying Criminal
Behaviour
 Types of Disorder
 Drug Addiction and Alcohol
 Journey to Evil
 Family and Crime
 Summary
Lesson 6.1 Psychology and Crime

LESSON GOAL
This lesson is intended to have a better
understanding of the Theories of Crime and
other factors underlying criminal behaviors.
Lesson 6.1 Psychology and Crime

LESSON OBJECTIVES
After the lesson the students will be able
to:
 Define Criminal Psychology and Criminal
Behavior;
 Explain the Theories of Crime;
 Enumerate the others factors underlying
Criminal Behavior;
 Identify the different types of Disorders;
 Explain the Family and Crime;
Lesson 6.1 Psychology and Crime

II. DEFINITION OF TERMS


A. PSYCHOLOGY- The totality or sum of all
actions, attitudes, thoughts, mental state of a
person or group of persons.

B. CRIMINAL BEHAVIOR- The disorder used


to describe the behaviour of a person who
commits serious crimes and the disobedience
of societal rules in general.
Lesson 6.1 Psychology and Crime

II. DEFINITION OF TERMS


C. CRIMINAL PSYCHOLOGY- Studies the will,
thoughts, intentions and reactions of Criminals
that partakes in criminal behaviour.
Lesson 6.1 Psychology and Crime

III. THEORIES OF CRIME


A. Lombroso
In 1876, he argued that the
criminal is a separate species, a
species that is between modern
and primitive humans, and that
the physical shape of the head
and face determined the "born
criminal".
Lesson 6.1 Psychology and Crime
Lesson 6.1 Psychology and Crime
Lesson 6.1 Psychology and Crime

B. William Sheldon

He believed that people could be classified


into three body shapes which correspond to
three types of personality:
1. endomorphic (fat and soft) tend to be
sociable and relaxed.
2. ectomorphic (thin and fragile) are
introverted and restrained.
3. mesomorphic (muscular and hard)
tend to be aggressive and
adventurous.
Lesson 6.1 Psychology and Crime

William Sheldon
Lesson 6.1 Psychology and Crime

How are criminals ‘made’?

 Genetics
 Brain traits
 Environmental factors
 Economic circumstances
 Disorders
 Substance abuse
 Alcohol

INVESTIGATION OFFICERS BASIC COURSE


Lesson 6.1 Psychology and Crime

How are criminals made?


Genetics
Criminals have a genetic predisposition;
Genetic anomaly limits the function of the
amygdala, leaving psychopath with inability
to understand & feel emotion;
Extra chromosomes have been linked to
some serial killers.
Lesson 6.1 Psychology and Crime

How are criminals


“made”
Lesson 6.1 Psychology and Crime

Genetic Theories
 In the past, it was believed criminals were
born, not made. E.g. skull size and shape.
 Some scientists claimed that men with an
extra male, or Y, chromosome (XYY) may be
more likely to commit criminal acts than the
general population.
 Some people commit more crimes than
others because of their genetic makeup.
Lesson 6.1 Psychology and Crime

“How Criminal Mind


Works”
Lesson 6.1 Psychology and Crime

A central part of the brain’s


limbic system, the amygdala is crucial
for emotional learning, aversive
conditioning, and response to fear
and other emotions.
Lesson 6.1 Psychology and Crime

AMYGDALA
Lesson 6.1 Psychology and Crime
Lesson 6.1 Psychology and Crime

How are criminals made?


Brain traits
 Psychopaths have abnormal brain activities;
 Less active pre-frontal cortex (impulse
control);
 Overactive limbic system (aggression, sexual
desire);
 Overactive temporal lobes (temper outbursts
and mood disturbances).
Lesson 6.1 Psychology and Crime

How are criminals made?


Neurological Damage
 Frontal Lobe damage causes lack of social
behavior and self-control;
 Following a frontal lobe injury, an individual’s
abilities to make good choices and recognize
consequences are often impaired.
Lesson 6.1 Psychology and Crime

How are criminals made?


Neurological Damage
 Damage to the frontal lobe can cause
increased irritability, which may include a
change in mood and an inability to regulate
behavior.
Lesson 6.1 Psychology and Crime

How are criminals made?


The roots of antisocial behavior lie in early
childhood events:
 Insecure attachment;
 Weak sense of self;
 Dysfunctional family/or lacking family
structure;
 Coercive or indifferent parenting.
Lesson 6.1 Psychology and Crime

How are criminals made?


 Physical, sexual or emotional abuse or
neglect
 Death of a parent
 Low family income
 Separated or divorce
 Low academic achievement
Lesson 6.1 Psychology and Crime
Lesson 6.1 Psychology and Crime

Picture of an innocent child


Lesson 6.1 Psychology and Crime
Lesson 6.1 Psychology and Crime

Behavior Theory
People are not born with violent tendencies
but learn aggression through life experiences.
Violence is learned through behavior modeling;

 Family members
 Environmental Experiences
 Mass Media
Lesson 6.1 Psychology and Crime

How are criminals made?


Economic factors
 The purpose of the kill is to gain financially
 Female killers often murder for insurance
money;
 Arsonists often burn for profit;
 Wealth provides choice and quality of life,
therefore there is great pressure to own, and to
achieve a high material standard of living.
Lesson 6.1 Psychology and Crime

How are criminals made?


Social factors
A person’s peers and social status can influence
their behaviour.

Political Factors
A person maybe influenced by the views about
the government or have an opposing ideology.
Lesson 6.1 Psychology and Crime

Types of Disorder
1. Personality Disorder
Lesson 6.1 Psychology and Crime

Personality Disorder
Cluster A (Odd, bizarre, eccentric)
Paranoid PD, Schizoid PD, Schizotypal PD

Cluster B (Dramatic, erratic)


Antisocial PD, Borderline PD, Histrionic
PD, Narcissistic PD

Cluster C (Anxious, fearful)


Avoidant PD, Dependent PD, Obsessive-
compulsive PD
Lesson 6.1 Psychology and Crime

Antisocial Personality Disorder


 More common in men than in women, and is
characterized by a callous unconcern for the
feelings of others;
 Disregards social rules and obligations and
fails to learn from experience;
Lesson 6.1 Psychology and Crime

Antisocial Personality Disorder

 Has no difficulty finding relationships, and can


even appear superficially charming but his
relationships are usually fiery, turbulent, and
short-lived;
 Has a criminal record or even a history of
being in and out of prison.
Lesson 6.1 Psychology and Crime

Borderline Personality Disorder

 Lacks a sense of self, and as a result


experiences feelings of emptiness and fears of
abandonment;
 Has a pattern of intense but unstable
relationships, emotional instability, outbursts
of anger, violence, impulsive behaviour,
suicidal threats and acts of self-harm.
Lesson 6.1 Psychology and Crime

Histrionic Personality Disorder


 lack a sense of self-worth and depends on the
attention and approval of others;
 often seem to be dramatizing or ‘playing a
part’;
 take great care of their physical appearance
and behave in a manner that is overly
charming or inappropriately seductive;
Lesson 6.1 Psychology and Crime

Histrionic Personality Disorder

 may put themselves at great risk of having an


accident or being exploited;
 dealings with other people often seem
insincere or superficial, which can impact on
their social and romantic relationships.
 sensitive to criticism and rejection and react
badly to loss or failure.
Lesson 6.1 Psychology and Crime

Narcissistic Personality Disorder


 has a grandiose sense of self-importance, a
sense of entitlement, and a need to be
admired;
 is envious of others and expects them to be
the same of him or her;
 lacks empathy and readily exploits others to
achieve his or her goals;
Lesson 6.1 Psychology and Crime

Narcissistic Personality Disorder

 may seem self-absorbed, controlling,


intolerant, selfish, and insensitive;
 If he or she feels slighted or ridiculed, he or
she may be provoked into a fit of destructive
anger and revenge-seeking.
Lesson 6.1 Psychology and Crime

Avoidant Personality Disorder


 Persistently tense because he or she believes
that he or she is socially inept, unappealing,
or inferior, and as a result fears being
embarrassed, criticized, or rejected;
 avoids meeting people unless he or she is
certain of being liked;
Lesson 6.1 Psychology and Crime

Avoidant Personality Disorder


 Strongly associated with anxiety disorders,
and may also be associated with actual or
perceived rejection by parents or peers
during childhood.
Lesson 6.1 Psychology and Crime

Dependent Personality Disorder


 characterized by a lack of self-confidence and
an excessive need to be taken care of.
 needs a lot of help to make everyday
decisions and needs important life decisions
to be taken for him or her.
Lesson 6.1 Psychology and Crime

Dependent Personality Disorder

 greatly fears abandonment and may go to


considerable lengths to secure and maintain
relationships.
Lesson 6.1 Psychology and Crime

Obsessive-Compulsive Disorder
 characterized by excessive preoccupation with
details, rules, lists, order, organization, or
schedules;
 Devotion to work and productivity at the
expense of leisure and relationships;
 typically doubting and cautious, rigid and
controlling, humourless, and miserly.
Lesson 6.1 Psychology and Crime

Drug addiction and Alcohol in


Criminal Behavior
Lesson 6.1 Psychology and Crime

VI. DRUG ADDICTION AND ALCOHOL


Criminal Acts Committed
 Criminal acts can range from activities such as
driving under the influence of alcohol or
drugs, domestic violence; robberies, assaults,
prostitution and rape.
 manufacturing or distribution and use of
illegal drugs such as methamphetamine or
cannabis;
Lesson 6.1 Psychology and Crime

VI. DRUG ADDICTION AND ALCOHOL


Criminal Acts Committed
 Robberies are often committed to support
drug habits; assaults, rapes and violent crimes
are often linked to drug use;
 Poverty, personality disorders, social and
cultural factors, association with other users
and previous incarceration or drug use;
Lesson 6.1 Psychology and Crime

VI. DRUG ADDICTION AND ALCOHOL

Criminal Acts Committed


 Drug use is intrinsically linked to prostitution,
especially street prostitutes;
 between 40 and 85 per cent of all prostitutes
are drug users. Many prostitutes, men and
women, are selling sex to support their drug
habits;
Lesson 6.1 Psychology and Crime

VI. DRUG ADDICTION AND ALCOHOL


Criminal Acts Committed
 Prostitutes are often the victim of violent
crimes, rapes, assaults and other serious
crimes; but, because of their lifestyle and the
work they do, they are unreported crimes;
Lesson 6.1 Psychology and Crime

Dominant Viewpoints Today

 Crime is the symbolic expression of tensions


and conflict existing within the psyche of an
individual;
 Crime is the result of the social environment in
which the individual lived;
 Emphasis is placed in the interaction of both
sociological and psychological factors.
Lesson 6.1 Psychology and Crime

Practical exercises
Watch video

“Journey to Evil”
Lesson 6.1 Psychology and Crime

Sample cases
Described as two headed Monster in
California
Serial Rapist and Murderer
Case of Leonard Lake and Charles Ng
(Partners in doing Crimes)
Lesson 6.1 Psychology and Crime

CHARLES NG

• Born in Hongkong in 1960, only son of a


middle class family;
• At an early age, he suffered physical abuse
from his father (business executive) who is a
strict disciplinarian;
• He also displayed obsession with martial arts
and fire-setting. Also fantasizing to become a
ninja;
Lesson 6.1 Psychology and Crime

CHARLES NG
• He was a sullen, combative child whose
constant fighting led his parents to send him
to a psychiatrist when he was 10. He is always
expelled from school;
• At the age of 15, he was arrested for
shoplifting and sent by his father to a private
boarding school in England in an attempt to
change him, from which he was expelled for
stealing from his fellow students;
Lesson 6.1 Psychology and Crime

CHARLES NG
• In adulthood, he moved to the United States
and enrolled in the Notre Dame de Namur
University in Belmont, California, but dropped
out after his first semester. In October of 1979,
he was arrested in relation to a hit and run
accident and forced to pay for damages;
Lesson 6.1 Psychology and Crime

CHARLES NG

• In 1980, he lied about his nationality and


joined the USMC. He was dishonourably
discharged after less than a year for stealing
automatic weapons worth $11,000 from the
gun storage of the Marine Corps' base in
Kaneohe Bay, Hawaii. Though sentenced to 14
years, he escaped and made his way to
California, where he met Lake.
Lesson 6.1 Psychology and Crime

LEONARD LAKE
• Born in San Francisco California in 1945;
• At an early age, he began taking nude photos
of his sisters; this became the start of his
obsession to pornography;
• He also enjoyed killing mice by dissolving
them in chemicals;
Lesson 6.1 Psychology and Crime

LEONARD LAKE
• In 1965 at the age of 19, he enlisted with the
US Marine Corps as radar operator, but was
medically discharge in1971 because he was
diagnosed of having schizoid personality;
Lesson 6.1 Psychology and Crime

LEONARD LAKE
• He moved to San Jose, California and attended
the San Jose University, but dropped out after
only one semester and joined a hippie
commune. Around this time, Lake became
obsessed with the idea of a global nuclear war
and developed a kind of survivalist paranoia
and with it an obsession with guns;
Lesson 6.1 Psychology and Crime

LEONARD LAKE
• He met a woman named Claralyn Balazs, a 25-
year-old teacher's aide whom he nicknamed
"Cricket", in 1977 and married her in 1981 and
moved in with her;
• Lake would star in S&M- and bondage-related
amateur porn movies and also made Balazs
take part in them. He had been married to
another woman before her in 1975 while he
was serving in Vietnam
Lesson 6.1 Psychology and Crime

LEONARD LAKE

• Like Balazs, she left him when she could no


longer put up with his sexual deviance.
Lesson 6.1 Psychology and Crime

Modus Operandi
• Lake and Ng targeted women, but were not
hesitant to abduct entire families;
• After killing the men and children to get them
out of the way, they held the women captive
in a custom-built room in a bunker at Lake's
ranch, tied them up, tortured and raped them,
videotaping each other while doing so;
Lesson 6.1 Psychology and Crime

Modus Operandi
• Sometimes they also lured men to the
compound with promises of work and robbed
them, after which Lake stole their identities;
• After killing the victims by either strangling or
shooting them, they would often bury them in
shallow graves on the property, though there
is evidence that some were also dismembered
and burned and their remains shattered.
Lesson 6.1 Psychology and Crime

Wilseyville Ranch
Lesson 6.1 Psychology and Crime

Victims
Lesson 6.1 Psychology and Crime

Bunker, where he plays his victims


Lesson 6.1 Psychology and Crime

Victims
Unspecified dates:
• The Dubs family: Harvey Dubs (father);
Deborah Dubs (mother); Sean Dubs (son).
• The Bond family: Lonnie Bond (father); Brenda
O'Connor (mother); Lonnie Bond, Jr. (son);
• Kathleen Allen, 18; Michael Carroll; Robin
Scott Stapley; Randy Johnson.
Lesson 6.1 Psychology and Crime

Victims
Sometime in 1983:
• Charles Gunnar
• Donald Lake (Lake's younger brother;
disappeared and was presumed to have been
killed by Lake and Ng)

November 1984:
• Paul Cosner, 39 (possibly; the charges were
dropped).
Lesson 6.1 Psychology and Crime

Victims
• Note: The massive amount of burned,
shattered bone fragments suggested that Lake
and Ng killed several more victims besides the
ones found buried; investigators suggested
that the total victim count may be as high as
25.
Lesson 6.1 Psychology and Crime

Summary
At the end of the lesson, the students were
able to: Define Criminal Psychology and Criminal
Behavior; Explain the Theories of Crime;
Enumerate the others factors underlying
Criminal Behavior; Identify the different types of
Disorders; Explain the Family and Crime.
.
Lesson 6.1 Psychology and Crime

Summary
Crime is the symbolic expression of tensions
and conflict existing within the psyche of an
individual. Crime is the result of the social
environment in which the individual lived.
Emphasis is placed in the interaction of both
sociological and psychological factors.
.

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