psy310_cumulative_risk_model_worksheet

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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? I would ask questions about Lisa’s school records. I would like to know about her attendance, when she started skipping school, what classes, and clubs if any that she was involved in, and how and when her behavior started to change. I would like to know about any positive relationships that she may have with an authority figure at school (teacher, counselor, activity leader). 2. What other types of information would be important to ask about to further investigate this case? Some other information I would like to know about Lisa’s case is that I would want to know her known affiliates and friends that she is hanging out with and when, and at what point did she start skipping school and having behavioral issues. I would also like to know what was going on

at home with Lisa when she started to act out and skip school. Some other environmental questions would be who does this person act well around, and why? Who does this person respect or admire? 3. Does Lisa’s IQ play a role in her behavior? Explain using psychological theories to support your response. Lisa’s IQ does play a role in her behavior. Lisa is a smart girl. This can be a positive protective factor, but her personality traits and behavior and her problem with authority and quickness to anger are negative factors in her criminal behavior. Some psychological theories that support this are the behavioral theory and cognitive theory (Bartol, 2020-04-01). I feel that the social strain theory plays a part here in her environment, the abuse she experiences with her father and brother, and the area in which she lives. 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. I think that the General Theory of Crime, or the self-control theory plays a part here, because Lisa is quite young to have such problems with her anger (Bartol, 2020-04-01). But I think that her home environment and the strain theory play a part in her home life. Her development at age 13, when her delinquency started, involves huge hormonal changes with development. 5. Based upon psychological theories, what interventions might have prevented or reduced the likelihood of Lisa’s behavior? Based on psychological theories, some interventions that might have prevented or reduced the likelihood of Lisa’s behavior I think would be:  Counseling for Lisa  Possible counseling for Lisa and her family  Being introduced to some clubs or activities to help further her education and support her IQ and growth in school.  Resources for the family to help reduce the strain and abuse. 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 has often been 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 into 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 has several risks here according to the cumulative risk model. He has strain at home with his family’s economic status. He also has some social strain at school with his peers. He is smart, but he obviously gets bored and isn’t quite challenged at school having to do with schoolwork. He is also responsible for his siblings, which is a pretty adult task. There isn’t much attention paid to him and his siblings by his parents because they work so much. 2. How might these risks be realistically reduced? Some of these risks can be reduced by several things. There could be more resources allocated to the family to help with their economic state. This help can come from programs from agencies like the department of health and human services. Grant could also meet with the school counselor about getting him into some more challenging classes, or possibly some college classes to help keep him engaged to avoid boredom. Some childcare services could be provided that could help Grant to have more time to be young and be a kid. Introduction to some clubs or activities could give Grant a chance at making some new, different acquaintances.

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References Bartol, C. R., Bartol, A. M. (2020-04-01). Criminal Behavior: A Psychological Approach, 12th Edition. [[VitalSource Bookshelf version]]. Retrieved from vbk://9780135618813

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