David W. Gavel and Jon T. Mandracchia
Criminogenic thinking refers to patterns of specific cognitive events associated with criminal behavior that facilitate the development and maintenance of patterned criminal…
Abstract
Purpose
Criminogenic thinking refers to patterns of specific cognitive events associated with criminal behavior that facilitate the development and maintenance of patterned criminal behavior. Relatively little is known about the specific processes involved in the development of criminogenic thinking. Therefore, the purpose of this paper is to examine ego identity development and criminal associations as two possible predictors of criminogenic thinking.
Design/methodology/approach
Participants included 104 adult male state penitentiary inmates. Participants completed measures assessing ego identity status, criminogenic thinking, and the amount of time spent in the presence with other offers. Data were analyzed with a series of hierarchical regressions.
Findings
Results indicated that active engagement in the psychosocial process of identity development is associated with decreased criminogenic thinking. However, interaction with criminal associates and incarceration prior to the age of 18 were significant predictors of criminogenic thinking, regardless of identity development style. Implications for correctional mental health and offender rehabilitation are discussed.
Originality/value
As this is the first study of its’ kind and limitations are to be expected, there are several potential implications for correctional mental health and offender rehabilitation that are discussed.
Details
Keywords
Patrick Blessinger and Denise Stockley
This chapter provides an overview of the challenges, opportunities, and successes facing contemporary doctoral programs. The authors outline the changing dynamics of doctoral…
Abstract
This chapter provides an overview of the challenges, opportunities, and successes facing contemporary doctoral programs. The authors outline the changing dynamics of doctoral studies, including the various degrees that are associated with doctoral programs and the changing demographics of doctoral students. Drawing from aspects of situated learning theory, the authors position the chapters in this volume in relation to learning communities and communities of practice in the ways that reimagine and re-invigorate traditional models of doctoral education.