Psycho-Sociological Review of Criminal Thinking Style

Criminal thinking has been long established as a very important predictor of criminal behaviour, however far less research effort has been undertaken to understand what variables can predict the emergence of criminal thinking. Considering the importance of criminal thinking, we feel it necessary to conduct a systematic review of the literature on criminal thinking in order to bring together what is currently known regarding the factors that relate to, and predict, habitual criminal thinking styles. This paper provides a brief overview of the state of the science on criminal thinking and indicates the need for future research in this context and the areas this future research should focus upon

The role of criminal cognitions and personality traits in non-violent recidivism: Empirical investigation within a prison sample

The observation that many offenders re-engage in crime following their initial incarceration, and the effect this crime has on the prison system and society in general, has lead criminologists to investigate the factors that are associated with re-engagement in crime and based on these factors to attempt to estimate the risk that an individual will reoffend. Given the increased attention given to dangerousness in the criminal justice system, much research has focused on the prediction of violent recidivism. Less attention has been given to the study of non-violent recidivism; however, it has been demonstrated that there is no distinction between the variables that are predictive of violent and general recidivism (Bonta, Harman, Hann, and Cormier, 1996; Gendreau, Little, and Goggin, 1996). The purpose of the current study is to investigate the predictors of non-violent recidivism, in particular the role of criminal cognitions and personality factors in non-violent recidivism

Suicide attempts among incarcerated homicide offenders

The aim was to investigate the role of age, drug abuse, period of confinement, loneliness, difficulty in controlling emotions, having no friends in prison, victimization in prison, guilt over crimes, insomnia, nightmares, anxiety, depression, and mood change in predicating suicide attempts in a sample of homicidal young prisoners. Poisson regression model indicated that five variables contributed significantly to the prediction of suicide attempts. Specifically, participants reporting drug abuse, difficulty in controlling emotions, victimization in prison, nightmares, and depression were significantly more likely to report suicide attempts while incarcerated

Navigating the who, where, what, when, how and why of trauma exposure and response

Individual differences in the response to trauma are influenced by numerous contextual factors such as one’s cultural background, the environment in which trauma occurs, the meanings attached to traumatic experiences, and various other social and cultural determinants both before and after traumatic exposure. This special issue of the European Journal of Psychotraumatology presents a series of papers conducted as part of the Collaborative Network for Training and Excellence in Psychotraumatology (CONTEXT); a programme of research which seeks to advance our understanding of the impact of trauma within diverse populations who are highly trauma exposed. Applying a context-specific focus, CONTEXT prioritised working closely with service users and those organisations delivering critical support in the wake of trauma exposure. The seven papers presented in this special issue are divided into those who are exposed to trauma either: (i) directly (survivors of childhood adversity in the USA; LGB youth in Northern Ireland; refugees and asylum seekers in the EU; and members of the general population exposed to conflict in Israel) or (ii) vicariously (fire fighters in the UK, humanitarian aid volunteers in Sudan, and child protection workers in Denmark). Together, findings from these studies demonstrate that social support, in its many different forms, is a universally important factor in the response to trauma. We discuss how traumatic stress can be compounded when, and can thrive within, contexts where necessary social support is absent or inadequate. We also emphasize the importance of recognizing the context specificity of trauma exposure and trauma response, as well as the need for collaboration between psychotrauma researchers and organisations who deliver support to traumatized populations to ensure rapid and effective translation of research findings into practice

The memory and identity theory of ICD-11 complex posttraumatic stress disorder

The 11th version of the International Classification of Diseases (ICD-11) includes complex posttraumatic stress disorder (CPTSD) as a separate diagnostic entity alongside posttraumatic stress disorder (PTSD). ICD-11 CPTSD is defined by six sets of symptoms, three that are shared with PTSD (reexperiencing in the here and now, avoidance, and sense of current threat) and three (affective dysregulation, negative self-concept, and disturbances in relationships) representing pervasive "disturbances in self-organization" (DSO). There is considerable evidence supporting the construct validity of ICD-11 CPTSD, but no theoretical account of its development has thus far been presented. A theory is needed to explain several phenomena that are especially relevant to ICD-11 CPTSD such as the role played by prolonged and repeated trauma exposure, the functional independence between PTSD and DSO symptoms, and diagnostic heterogeneity following trauma exposure. The memory and identity theory of ICD-11 CPTSD states that single and multiple trauma exposure occur in a context of individual vulnerability which interact to give rise to intrusive, sensation-based traumatic memories and negative identities which, together, produce the PTSD and DSO symptoms that define ICD-11 CPTSD. The model emphasizes that the two major and related causal processes of intrusive memories and negative identities exist on a continuum from prereflective experience to full self-awareness. Theoretically derived implications for the assessment and treatment of ICD-11 CPTSD are discussed, as well as areas for future research and model testing. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Technology adoption in a hybrid learning environment:An action research study among university faculty in the UAE

While much attention focused on educator technology adoption during the period of Emergency Remote Teaching, whether these technologies still have a place in classroom-based teaching and learning practice remains to be seen. This multi-method, qualitative action research study explores the experiences of 22 university faculty in the United Arab Emirates across a range of eLearning tools. Focus groups were held before and after a longitudinal intervention, in which faculty trialled eLearning tools and reflected on this process in a series of weekly reflective logs. Participant profiles emerged through a process of Reflexive Thematic Analysis, along with themes relating to advantages, disadvantages, and unique features of eLearning tools. The data illustrated that although eLearning tools were widely used, their perceived utility was context dependent. The study therefore recommends an iterative process focussing on specific departmental needs, and structured support to encourage faculty to trial eLearning tools. The findings are relevant for higher education faculty and management, and may inform eLearning resource allocation and the provision of continuing professional development

Enhancing Collaborative Learning Using Pair Programming: Who Benefits?

Incoming university students who have not previously studied computer programming often find it a challenging subject, leading to high failure rates. Research has suggested that the lack of a formalised structure for collaborative learning may be one of the factors responsible for students’ negative impressions of computer science. In this study we investigated whether the use of pair programming in practical laboratories would facilitate peer learning and enhance students’ confidence in their programming ability. Results showed that this intervention was generally well received, although the weaker programmers (as measured by prior exam grades) perceived it to be of more benefit than the stronger ones. Students who reported a lower initial level of enjoyment and confidence in programming were more likely to report learning from the paired intervention, though this did not necessarily lead to enhanced performance. The most frequently reported positive feature of pair programming was that it allowed students to meet more people in the class. Although there was no significant increase in final exam grades for male students, there was a significant increase for female students, suggesting this teaching strategy may have asymmetrical gender benefits