FORENSIC AND POLICE PSYCHOLOGY

Contact v.polisen@gmail.com

Lectures23.9., 7.10., 4.11., 16.12.

Consultation hours Upon an email communication first

To begin with...

Introduction of the course Syllabus Credits Requirements

„Forensic“ in other fields

Psychology and psychiatry which individuals become criminal and why

Sociology which segments of the population are criminal

Criminology empirical knowledge concerning crime

analysis of the circumstances, which relate to the beginning, development and control of the crime.

Distinction

units of analysis Crime rates (sociology) – examination of

comparative rates and distribution of offences in relation to social structures

Individual criminal (psychology) – relate criminal behaviour to the personal attributes, histories, and immediate situations of offenders

Terminology

Forensic psychology latin word forum - market place on which

public life took place including the law dealings.

encompasses all applications of psychology in the region of law.

Forensic psychology Many definitions Usually describe only practitioners „within

the legal system“ and not researchers Study of criminal behaviour Legal framework Application of psychology to criminal

investigation, legal, custodial and treatement processes

Relevant to offenders, victims, witnesses, investigators

Practical aspects in assessment, investigation, decision making, criteria

Terminology

Criminal (istic) psychology investigation of criminal cases

Criminal (ogical) psychology theories of criminal behaviour

Criminal psychology Psychological aspects of crime, offender

psychology and motivation of behaviour

Terminology

Law psychology psychological aspects of law negotiations

Police Psychology behaviour of people in situations that

concern law abiding, public order and safety

Terminology

Investigative psychology encompasses all aspects of psychology,

which are relevant to criminal investigations.

concentrates upon the way of how the criminal acts researched, how they are researched, and how they are understood for the investigation to be effective.

Do not confuse with…

Criminalistics science about the mechanisms of the

crime using specialised methods and tools for investigation. DNA Fingerprints Bullet trajectories

Researcher x practitioner

Forensic psychology includes

Police Ψ recruitment, stress

Investigative Ψ profiling

Clinical Ψ assessment

Prison Ψ treatment, parole

Biological Ψ inheritance of criminality

Developmental Ψ aggression, delinquency

Cognitive Ψ testimony, interviewing

Social Ψ media influences

AcademicApplied

What are roles of forensic psychologist

Trial Consultants Expert witnesses Evaluators Prison psychologists Probation Police Profiler Health service Victims Researchers

The beginnings

History in general Crucial aspects

14th century – acceptance of insanity 16th century – acceptance of witnesses 18th century – development of criminology

Malleus Maleficarum (The Hammer of Witches)

combined local popular beliefs on witches with theological underpining and legal procedures

1486 – Heinrich Krames, Jacob Sprenger to systematically refute all arguments against the reality of

witchcraft, refute those who expressed even the slightest scepticism

about its reality, to prove that witches were more often women than men, to educate magistrates on the procedures that could find

them out and convict them. Section 1

refutes critics who denied the reality of witchcraft, thereby hindering its prosecution

Section 2 describes the actual forms of witchcraft and its

remedies Section 3

to assist judges confronting and combating witchcraft

Classical Criminology

18th century People have free will in making

decisions, and that punishment can be a deterrent for crime, so long as the punishment is proportional, fits the crime, and is carried out promptly.

Cesare Beccaria http://en.wikipedia.org/wiki/Classical_s

chool_of_criminology

Cesare Beccaria

In 1763 Beccaria was assigned to prepare a report on the prison system.

He published his paper called “On Crimes and Punishment” in 1764.

He stated that the crime problem could not be traced to bad people but to bad laws.

Punishment is based on harm Must be due process Aim is at prevention

Cesare Beccaria’s Principles All people should be treated equal before the law Only legislators should create laws Judges should impose punishment according to the

law Judges should not interpret the laws Punishment should be based on the pleasure/pain

principle Punishment should be based on the act, not the

actor The punishment should be determined by the crime Punishment should be prompt and effective Capital punishment should be abolished The use of torture to gain confessions should be

abolished It is better to prevent crimes than to punish for

them

Commentary

This School believed that there are constants of value in pain and gain that can swing a decision to offend or not to offend. But not everyone is the same nor has the same view of what constitutes a price worth paying. It also had a certain utopianism in assuming that the policing system could rapidly grow and deliver a better service of investigation and detection. If certainty of punishment is to be achieved, there must be a major investment in policing.

As other Schools of thought developed, Classicism slowly grew less popular. But it has seen revival through the Neo-Classical School and the theories of Right Realism such as the Rational Choice Theory.

The historical context

The 19th century forces of positivism and evolution moved the field of criminology from a philosophical to a scientific perspective.

Rise of biological determinism Biological factors such as individual’s

genes completely determine how a person behaves

(in opposition to social and environmental factors)

Variety of physical characteristics and disfigurements have been said to characterize individuals of “evil” disposition.

The Italian School – Cesare Lombroso

Published in 1875 “On Criminal Man” Replaced the concept of “free will” Criminality was inherited Theory of “Born Criminals”

Criminals are distinguishable from non-criminals by physical features similar to creatures at an earlier stage of development

Criminals frequently have huge jaw bones, strong canine teeth, long arms.

They lack intelect, maturity, self-control

The Italian School - Enrico Ferri

Student of Cesare Lombroso Investigated social and economic factors Published Criminal Sociology in 1884 Argued that criminals could not be held

morally responsible They did not choose to commit crimes but

rather were driven to commit crimes by the conditions in their lives.

Strict adherence to preventative measures

Gabriel Tarde

Critical of Lombroso Criminals were normal people who learned

crime just as others learned legitimate trades.

Formed his theory according to Laws of Imitation. Individuals imitate others more if they have a

lot of contact with each other. Inferiors imitate superiors

William Sheldon’s Somatotype School

In 1940s through the use of photographs and measurements of nude figures

He formulated that people belong into these groups:

• Endomorph – Heavy builds, move slowly, more likely to fence stolen property than violent crime.

• Mesomorph – Athletic builds, more likely to be violent criminals.

• Ectomorph – Tall, thin, and less social, more intellectual.

Mesomorphs more likely to commit crime.

Mesomorph Body Type:

– hard, muscular body – overly mature appearance – rectangular shaped – thick skin – upright posture

Personality traits: – adventurous, competitive – desire for power and dominance – courageous – indifference to what others think or

want – assertive, bold – zest for physical activity – love of risk and chance

Theories of crime

Crime stems from environment

Anomie Strain theory Social disorganization

Anomie: Emile Durkheim There are several possible pathologies that could

lead to a breakdown of social integration and disintegration of the society: the two most important ones are anomie and forced division of labor; lesser ones include the lack of coordination and suicide

Anomie is a state when too rapid population growth reduces the amount of interaction between various groups, which in turns leads a breakdown of understanding (norms, values, and so on)

crime is "bound up with the fundamental conditions of all social life" and serves a social function. He stated that crime implies, "not only that the way remains open to necessary changes but that in certain cases it directly prepares these changes."[

Strain Theory Social structures within society may pressure

citizens to commit crime Society holds out the same goals to all its

members without giving them equal means to achieve them.

Social structure is the root cause of crime People are law-abiding but when under great

pressure will resort to crime. Crime is also related to anger and frustration

that result when an individual is treated in a way that he or she doesn’t want to be treated in a social relationship.

Social Disorganization Theory

Place matters linking (directly) high crime rates to

neighborhood ecological characteristics, youths from disadvantaged neighborhoods were participants in a subculture in which delinquency was approved behavior and that criminality was acquired in a social and cultural settings through a process of interaction

In high crime areas there is a disintegration of conventional values caused by rapid industrialization, increasing immigration, and urbanization.

Crime stems from culture

Cultural deviance theory Cultural transition Cultural conflict theory Subculture

Cultural Deviance Theories Criminals violate the law because they belong to a

unique subculture - the counter-culture - their values and norms conflicting with those of the working-, middle- or upper-classes upon which criminal laws are based.

This subculture shares an alternative lifestyle, language and culture, and is generally typified by being tough, taking care of their own affairs and rejecting government authority.

Role models include drug dealers, thieves and pimps, as they have achieved success and wealth not otherwise available through socially-provided opportunities. It is through modelling organised crime as a counter-cultural avenue to success that such organisations are sustained.

Cultural transition

The position of the group is defined in terms of economic status and cultural values.

Delinquency is socially learned behavior, transmitted from one generation to the other in disorganized urban areas.

Areas of high crime rates also had high community problems.

In the high delinquency areas there was a general acceptance of non-conventional norms.

Cultural Conflict Theory

Different groups learn different conduct norms and that the conduct norms of some groups may clash with conventional middle-class rules.

Theory of subculture Certain groups or subcultures in society have

values and attitudes that are conducive to crime and violence

Subculture – a subdivision within the dominate culture that has its own norms, beliefs, and values.

Delinquent subcultures, like all subcultures, emerge in response to special problems that members of the dominant culture do not face.

The subculture of violence thesis argues that the value systems of some subcultures demand the use of violence in certain social situations.

Crime stems from social contacts

Differential association theory Opportunity Labelling

Differential Association Theory

Developed by Edwin Sutherland Process by which criminal traditions are transmitted Through interaction with others, individuals learn the

values, attitudes, techniques, and motives for criminal behavior.

This theory focuses on how individuals learn how to become criminals, but does not concern itself with why they become criminals. 

Social influences that people encounter determine their behavior.

Therefore whether a person becomes a law abiding citizen or criminal depends on their contacts with criminal values, attitudes, definitions, and behavior patterns.

Crime is learned through social interaction with people who are favourable to crime

Opportunity

Delinquents remain goal oriented. The kind of delinquent behavior they

engage in depends on the illegitimate opportunities available to them.

In other words as opportunities appear the individual may take it.

Labeling Theory Deviance is not inherent to an act, but

instead focuses on the tendency of majorities to negatively label minorities or those seen as deviant from standard cultural norms.

Individuals become criminals because of what people with power do.

Individuals have criminal status conferred upon them by both the criminal justice system and the community

criminal acts themselves are not particularly significant; but the social reaction to them is

reactions of other people and the subsequent effects of those reactions create deviance

Aggression

Children see, children do http://www.youtube.com/watch

?v=7ZscS775ek8

Aggression

• The intentional infliction of some form of harm on others

• Behaviour that results in personal injury or destruction of property

• Depends on values and social context• Unjustified from observers’ perspective• Is not motivated by attempts to help another• Violates social norms• Offensive behaviour• Violation of human rights• Assertive behaviour• Aggressive tendencies

Typology of Aggressive Behaviour

Response modality Response quality Immediacy Visibility Instigation Goal direction Type of damage Duration of conseq. Social units involved

Verbal vs physical Action vs failure to act Direct vs indirect Overt vs covert Unprovoked vs retaliative Hostile vs instrumental Physical vs psychological Transient vs longterm Individuals vs groups

Aggression Is

Consistent Stable over time Accross cultures

Individual differences are due to Cognition Emotionality Inhibition of aggression

· Aggressivity· Permanent disposition or a personality trait· Influenced by biological and social factors Person can stand by his opinions and put forth own rights

Violence Tendency to harm Use of force

Assault Causing bodily injury

Hostility· Attitude characterized by negative feelings toward others

· Anger· Emotion, which is correlated with aggression

· Emotions· Relates to evaluation of people and situations· Prepares for reaction when encountering

problems· Automatic, quick reactions· Regulate social relations

Biological explanations

Roots of aggressive behaviour lie in the biological nature of humans rather than psychological functioning

Views Ethological Sociobiological Behaviour genetic

Ethological view

Ethology – comparative study of animal and human behaviour

Lorenz Aggressive energy os developed and set

free in both humans and animals We build up the energy

Behavioural perspective

Aggression is one of many responses to frustration

Frustration is an interference in threatening needs or people

Tendency to aggression increases by Strength of frustration needs Degree of interference of frustrative behaviour Number of frustration needs

Social Learning Theory

Social Learning Theory maintains that delinquency behavior is learned through the same psychological process as any other behavior.

We learn behaviour in various ways

Observational Learning Argues that individuals learn violence and

aggression through behavioral modeling. Direct Experience

We learn from what we do. If we are praised or rewarded for a behavior, we are likely to repeat it. If we are subjected to punishment we are likely to refrain from such behavior.

We learn behaviour in various ways

Differential Reinforcement (1) the persistence of criminal behavior

depends on whether or not it is rewarded or punished and

(2) the most meaningful rewards and punishments are those given by groups that are important in an individuals life – the peer group, the family, teachers, etc.

ModellingWhen a subject observes a model perform some behaviour and then attempts to imitate that behaviour.

A. Bandura

Learning process Reinforcement provide information about

effects of behaviour This is required through observation upon

which people develop expectations about the likely outcome of behaviour

Outcomes include consequences Then behaviour is adjusted to meet personal

and social standards through self-regulation of self-reward and punishment

A. Bandura

Aggression is learned socially Agression is under the control of outer rewards or punishments Aggression can be learned through inner self-reward or self-

punishment Learning aggression is also under cognitive control of our

expectations of the effects of behaviors.

http://www.youtube.com/watch?v=pDtBz_1dkuk&feature=related

Behavioural learning theories

H. Eysenck General theory of criminal behaviour Based upon psychological concept of

conditioning People learn rules and norms of society through

the development of conscience This is acquired through learning Person receives rewards or punishments for his

behaviour

Social model of aggression Is socially and culturaly regulated Within the context of institutions and relationships Is a result of social learning (positively reinforced) Is a tool to gain something

Violence can be also presented as socially acceptable way to gain something (justice, truth, freedom)

Adds the concepts of intent, conscinousness, responsibility, motives, reason for the act, guilt

People are not just biological creatures

Socio-psychological approach

Human aggression is directed by the perceived situation and social context

Aggression is a normal result of conflict Situational and interpersonal factors are

critical

Cognitive Approach

Learnt responses for social behaviour are largely controlled by “ cognitive scripts”,

Scripts are learned and memorised during the young child's daily experiences and persisting into adulthood.

These scripts are stored in a person’s memory and are used as guides for behaviour and social problem solving, suggesting how the person should behave in response to events, and what the likely outcome of these behaviours would be.

TYPES OF AGGRESSION

Aggression Levels

Levels of aggression can be influenced by situational factors and individual differences. Individual Differences:

Biological factorsCultural norms

Family background

Situational Factors:FrustrationDiscomfort

Aggressive cues

Aggression indicators Irritability and tendency to emotional

reactions Heightened emotional reaction to events that

are perceived as frustrating Hostile thinking

Either goes away quickly or remains for a long time

Whether the person overcomes thoughts for revenge and aggression quickly or not

Aggression indicators Tolerance toward violence

Positive attitude toward violence Feelings of guilt and fear of punishment

Guilt from aggression can be manifested by fear of punishment and empathy

Fear is passive reaction Empathy is more active, when the person

tries to make up for the behavior

Aggression and Personality

Research supports consistency of aggression

Individual differences Cognition, emotions, inhibition of aggression

Aggression and personality Factors

Attention disorder Impulsivity Mother abusing drugs or alcohol Bad prenatal sustenance Low postnatal stimulation

Hostile interpretation of events Choose or create environment in

accordance to antisocial behaviour

Aggression and reaction to self

Tedeschi and Felson (1995) Protecting one’s face

Attack is perceived as threat to one’s status and power Creates feelings of humiliation

Assertive self-presentation Attempt to create certain presentation about one’s

personality Through power

Protective self-presentation Defend the value of one’s self, which is threatened Avoid the appearance of weakness

The value of self Factors inhibiting or facilitating aggression in relation to the

value of self Norms of politeness inhibiting attack Justification of aggression The role of a third person

See also Milgram’s experiment Identity

If attention is aimed inside self – behaviour conforms to inner norms

If attention is aimed outward self and the person accounts for the presence of others – then he will act in accordance to the expectations of others

Influence of anonymity on aggression deindividuation

Aggression as violation of norms Group norms – norm as a consensus Individual norms – norm as a perception Two types of social norms

Inductive – traditional social norms Descriptive – information for solving certain

situation Activation of norms is unavoidable for behaviour In some situation, there is a discrepancy in how

people should behave according to norms and how they really behave

It depends upon what norm is activated

Motives of aggression Agreement of others Gaining power over others Self-assertion

Gaining respect Revenge Contempt Gaining advantages Purposeful aggression

Reactance – when the autonomy of the individual is threatened

Other factors influencing aggression

Why did this happen?

Bystander effect Ambiguity Fear of social mistake Competency

Diffusion of responsibility Personal factors

Emotional state Accepting the guilt

http://video.msn.com/?mkt=en-us&brand=msnbc&vid=214b96c4-272d-46c7-aba4-158d5355df71&from=00

Schemas and stereotypes

Schema

Organized, structured set of cognitions Guidelines what is relevant Results of

Self-perception Categorization Interpretation

of a situation

Effects of schemas

Fill in the gaps – expectations Aids in interpretation of information False recognition of schema as a

relevant information Recall information as fitting the schema

Effects of categorization of schemas

Ingroup Ingroup individuation

Outgroup Outgroup homogeneity effect Ultimate attribution error

Out-group/ In-group The realization of different category is

enough to prefer members of one’s owns group over members of another group

Hostility is related to to social factors such as social, economical and political situation

Stereotyping and efficient perception

People prefer simple, well-structured impressions

By using categorical representations Putting people or things into groups or

categories

Stereotyping

Cognitive beliefs about typical characteristics of group members

Set of characteristics that are presumed to best describe certain category of people

One identificator for many people Influences

Behavior of people Attitudes Perception

Effects of stereotyping

Assimilation to category Self-fulfilling prophecy

Revision of stereotypes Conversion Bookkeeping Sub- typing

Influence of group

Group polarization

Group-produced enhancement of members´preexisting tendencies. A strengthening of the members´average tendency, not in split within the group.

Group polarization

Normative pressure of the group The opinions become more extreme Groupthink Symptoms

Pressure to conform Self-censorship Mindguards Apparent unanimity Restricted information flow Illusion of morality Illusion of invulnerability

Groupthink

tendency for people in groups to converge on unwise course s of action they would have avoided if they were making the decision individually.

http://www.youtube.com/watch?v=JtEabrR0I7Q&feature=related

Symptoms of groupthink

Overestimation of group’s right Illusion of invulnerability Belief in group’s morality

Close-mindedness Rationalization Stereotyped view of the opponent

Pressure toward unanimity Conformity Self-censorship Illusion of unanimity Mindguard

De-individuation

Loss of self-awareness and evaluation apprehension, occurs in group situations that foster anonymity and draw attention away from the individual.

De-individuation

Focus on the group Anonymity Diffusion of responsibility Attention is outward at a common goal Prentice-Dunn and Rogers (1989)

Public self-awareness Private self-awareness

Deindividuation

Deindividuation Is a state of inhibited self-evaluation Person behave according to norms created

by the group, which may be antisocial Loss of self-awareness and evaluation

apprehension, occurs in group situations that foster anonymity and draw attention away from the individual.

De-individuation

Focus on the group Anonymity Diffusion of responsibility Attention is outward at a common goal

Influence of leadership

Sherif’s studies of norm formation Muzafer Sherif Point of light Asked how far it traveled Subject alone at first, then with others So eventually they agreed with the group A year later, retested alone

A YEAR later, continued to follow the group norm

Solomon Asch & the lines

He showed people lines of different lengths.

Several people in the room, only 1 truly a subject.

Asked which was longer. Alone, they were correct 99% of the time. http://www.youtube.com/watch?v=DKivdM

AgdeA&feature=related http://www.youtube.com/watch?v=DKivdM

AgdeA&feature=related

In groups…

37% of them would go alone with the others giving the wrong answer

Asch “that reasonably intelligent & well-meaning young people were willing to call white black is a matter of concern.”

Note also

No reward for conformity No punishment for failing to conform No friends in group

Most conformity with a group of 5

Obedience

Direct request to do something based on the authority even if it’s against my values

Conditions that affect… Undermine the authority Physically closer Presence of dissenter

Milgram experiment

Did NOT use college students Used community men and women aged

20 to 50 Shock board ranges from 15 to 450 volts

Did 6 variations of experiment 1. Remote condition: Learner not seen,

only heard pounding on the wall at 300 volts

Compliance: 65%

2. Voice Feedback

Asks to be let out, says he has a heart condition

Compliance: 63% went to the end of the board

3. Proximity-Learner in Room In the presence of the subject being

shocked

Compliance: 40%

4. Touch & Proximity

Subjects to force learner’s hand to hot plate

Compliance: 30%

5. Subject participating but

Other person delivered the shocks

Compliance: 93%

6. Orders given by phone

Compliance drops to 21%

And some lied, saying they did it but did not

What breeds obedience?

1. Emotional distance of the victim.

Less seen, less thought about.

2. Closeness & Legitimacy of Authority

Experimenters asking them to continue was enough.

When experimenter was present, harder to resist. When absent, could disobey.

3. Institutional authority

Prestige of Yale carried this one a ways.

But when they did it as “Research Associates of Bridgeport” they still got 48% compliance.

When do People conform?

1. Group size. Optimal number: 5. 2. Unanimity: group consensus makes it

easier to conform. 3. cohesion: a person inside the group

may move it, rarely outsiders. 4. Status. Higher status people have

more impact.

When do we conform?

Size of the group More people, more likely we conform

Commitment Unanimity Personality Mindlessness

Who conforms?

1. Women may conform slightly more often than men.

Believed to be because women do accept influence of people w/ greater status and power.

Since men typically have more of this, women conform to men.

Personality

Didn’t matter much.

In strong situations, like Milgram & Zimbardo, poor predictors.

In weaker situations, may matter.

Zimbardo Prison Experiment http://www.youtube.com/watch?v=2o0N

x31yicY&feature=related http://www.youtube.com/watch?v=JCsgw

cIil7I&feature=related http://www.youtube.com/watch?v=dU6r4

mNZ8g0&feature=related

GROUP AGGRESSION

Group aggressiondevelopment and behaviour

Competition between groups Pervasive and enduring phenomenon Used to explain

origins of class struggle Rebellions Warfare Cultural and social structures

Competition is over resources Power, prestige, territory, status, wealth

Realistic conflict theory

Seeks to explain the nature and consequences of such competition

One’s group gain is perceived as another group’s loss

Aspects influences are Perception of group’s threat Prejudice Stereotyping Heightened group solidarity and identity

Muzafer Sherif study

Summer camp studies 24 white, middle-class 11-12 year old boys 3 weeks 3 stages

Group formation (1 week, activities separately) Intergroup conflict (2 week, tournament) Conflict reduction (3 week, cooperation)

Social identity theory

Simply being divided into groups, without interaction can create in-group bias

Tajfel (1970) – Minimal group studies Two groups, no interaction even with members

of own group The mere perception that one belonged to a

particular group appeared to be sufficient to elicit discrimination in favour of own group In-group favoritism Out-group discrimination

Explanations

Existence of discriminatory norms, which are taught – us x them

Experimenter bias – subjects believed it was expected of them to be biased

Perceived similarity Discriminatory behaviour is a result of

perception Categorization

Social categorisation, social identity, social comparison

Social dominance theory

Inter-group relations derive in large measure from perceived social hierarchies By age By gender Abitrary systems – ethnicity, race, class, caste,

religion, region, nation Arbitrary-set social hierarchies are

pervasive, enduring, resistant to change and major cause of intergroup aggression

Low-level aggression

Ostracism – being avoided, rejected, excluded Physical Social

Gossip – rumour, report of intimate and personal nature Malicious, demeaning, degrading

Uncertainty Outcome-relevant involvement Personal anxiety Credulity

Low-level aggression

Hazing – initiation customs Teasing

Aggression Humour Ambiguity about its seriousness

Cursing

Low-level aggression

Bullying Harm-intending behaviour of verbal and/or

physical character that is typically unprovokes and repeated.

Intended behaviour Frequetly causes distress to the victim

Direct – face-to-face confrontation, open physical attack, threats, intimidation

Indirect – social exclusion, isolation, scapegoating, spreading of rumours

Bullying as group phenomenon

A

B

C

D

E

F

G

Y

• A – The bully – Start the bullying

• B – Followers – Take active part, but do not start

• C – Supporters – Support but do not také active part

• D – Passive supporters, possible bully – like it but do not display open support

• E – Onlookers – feels its not their problem

• F – Possible defenders – Dislike it, think they should help but do not

• G – Defenders – Help or try to help

• Y – The victim

Frequency – difficult to estimate Boys bully more frequently then girls Most bullying happens in middle school Directed toward special needs children

Causes Signs of distress from possible victims Counteraggression Helplessness Nonchalance

Intervention

Enhance individuation Intimate contact Multiple contact Institutional support Cooperation Empathy Moral education

Aggression Levels

Levels of aggression can be influenced by situational factors and individual differences. Individual Differences:

Biological factorsCultural normsFamily background

Situational Factors:FrustrationDiscomfortAggressive cues

Psychodiagnosis of aggression Questionnaires

Buss-Durkee Inventory 75 questions 5 subgroups of aggression

FAF Freiburger Aggression Fragebogen 11 subtypes of aggresion

Projective techniques TAT – Thematic Apperception Test, Murray PFT – Picture Frustration Test, Rosenzweig Draw a human figure test Rorschach

Aggression indicators Irritability and tendency to emotional

reactions Heightened emotional reaction to events that

are perceived as frustrating Hostile thinking

Either goes away quickly or remains for a long time

Whether the person overcomes thoughts for revenge and aggression quickly or not

Aggression indicators Tolerance toward violence

Positive attitude toward violence Feelings of guilt and fear of punishment

Guilt from aggression can be manifested by fear of punishment and empathy

Fear is passive reaction Empathy is more active, when the person

tries to make up for the behavior

Different types of aggression cannot be explained according to the same paradigm Bullying Torture Murder Terrorist act Violent acts of police Mass killing

Questions and back