| |
| |
| |
| Violent Crimes: Types and Patterns | |
| |
| |
| This section focuses on the following categories of repeat violent offenders | |
| |
| |
| Included is a discussion of particular traits and patterns of these offenders, victimology, and actual case studies | |
| |
| |
| |
| Monsters and their Victims: The Dance | |
| |
| |
| The victim and the offender the relationship between victims and violent criminals (victimology) | |
| |
| |
| Learning Objectives | |
| |
| |
| Introduction | |
| |
| |
| Measuring Crime and Victimization | |
| |
| |
| Victimization Theory | |
| |
| |
| Conclusion | |
| |
| |
| |
| The Sexual Predator | |
| |
| |
| Sex offender types (rapist, molesters, etc.) | |
| |
| |
| Learning Objectives | |
| |
| |
| Introduction | |
| |
| |
| Serial Rapists | |
| |
| |
| Pedophiles and Child Molesters | |
| |
| |
| Women Child Molesters | |
| |
| |
| Responding to Sexual Predators | |
| |
| |
| Conclusion | |
| |
| |
| |
| Murdering Minds | |
| |
| |
| Murderer types (serial killers, spree and mass killers, killers for profit, terrorists, etc.) | |
| |
| |
| Learning Objectives | |
| |
| |
| Introduction | |
| |
| |
| Mass Murderers | |
| |
| |
| Spree Killers | |
| |
| |
| Male Serial Killer | |
| |
| |
| Female Serial Killer | |
| |
| |
| Conclusion | |
| |
| |
| |
| Sources of Predatory Violence: Pieces of the Puzzle | |
| |
| |
| This section reviews theory and research on the sources of violent and sexual offending, examining biological, psychological and sociological contributors | |
| |
| |
| |
| How to Create a Monster According to Psychological Theories of Development | |
| |
| |
| Psychological theories of personality development related to violence, personality disorders and psychopathy: psychodynamic, social learning/cognitive, trait theory | |
| |
| |
| Learning Objectives | |
| |
| |
| Introduction | |
| |
| |
| Psychodynamic Theory | |
| |
| |
| Learning and Cognitive Theory | |
| |
| |
| Trait/Dispositional Theory | |
| |
| |
| So Which Theory is Right? Discussion Questions and Activities | |
| |
| |
| Key Words | |
| |
| |
| References | |
| |
| |
| |
| How do Social Scientists Find Answers? | |
| |
| |
| Scientific method | |
| |
| |
| Research designs, strengths and weaknesses | |
| |
| |
| Learning Objectives | |
| |
| |
| Introduction | |
| |
| |
| Basic Elements of Research | |
| |
| |
| Research Methods/Strategies | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| Key Words | |
| |
| |
| References | |
| |
| |
| |
| Toxic Families and Culture | |
| |
| |
| Sociological theories | |
| |
| |
| Research on family and early childhood influences | |
| |
| |
| Research on the media, community, and their contributions to violence | |
| |
| |
| Learning Objectives | |
| |
| |
| Introduction | |
| |
| |
| Gender, Race, and Violence | |
| |
| |
| Learning Violence | |
| |
| |
| Familial Influences | |
| |
| |
| Peer Influences | |
| |
| |
| Media Influences | |
| |
| |
| Environmental Conditions and Violence | |
| |
| |
| Conclusions | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| Key Terms | |
| |
| |
| References | |
| |
| |
| |
| Neurological Contributions to Evil Minds | |
| |
| |
| Contribution of prenatal factors+Biological factors (brain chemistry, function, and structure) | |
| |
| |
| Learning Objectives | |
| |
| |
| Introduction | |
| |
| |
| The Search for Genetic Roots of Violence | |
| |
| |
| The Brain Behavior Connection | |
| |
| |
| Neurological Correlates of Aggression | |
| |
| |
| Neurochemistry and Hormones | |
| |
| |
| Conclusion: Pulling it all Together | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| Key Words | |
| |
| |
| References | |
| |
| |
| |
| Twisted Minds: The Contribution of Mental Disorders | |
| |
| |
| Overview of relevant mental disorders | |
| |
| |
| Learning Objectives | |
| |
| |
| Introduction | |
| |
| |
| The Personality Disorders | |
| |
| |
| Disorders of Childhood | |
| |
| |
| Major Mental Disorders | |
| |
| |
| Paraphilias | |
| |
| |
| Some Final Thoughts | |
| |
| |
| Discussion Questions and Activities | |
| |
| |
| Key Words | |
| |
| |
| References | |
| |
| |
| |
| Investigating and Prosecuting Evil | |
| |
| |
| This section provides an overview of the criminal justice system and the effects of treatment and imprisonment | |
| |
| |
| |
| Forensic Investigation: The Hunt | |
| |
| |
| The role of the forensic expert | |
| |
| |
| Crime scene investigation | |
| |
| |
| Crime mapping | |
| |
| |
| Type of Evidence | |
| |
| |
| ProfilingLearning Objectives | |
| |
| |
| Introduction | |
| |
| |
| The Criminal Investigation | |
| |
| |
| Forensic Specialties | |
| |
| |
| Pathology and the Autopsy | |
| |
| |
| The Physical Sciences | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Discussion and Activities | |
| |
| |
| Key Te | |